?7 



STUDY OUTLINE SERIES 



VOCATIONAL EDUCATION 
AND GUIDANCE OF YOUTH 



AN OUTLINE FOR STUDY 



EMILY ROBISON " 



THE H. W. WILSON COMPANY 

WHITE PLAINS. N. Y., and NEW YORK CITY 

1917 



The Study Outline and Its Use 

The series includes outlines on art, literature, 
travel, biography, history and present day ques- 
tions. 

The outlines vary in length. If more topics 
are given than the number of club meetings for 
the season, those topics that are more difficult 
to handle or on which there is less available 
material, may be dropped. If there are fewer 
topics than the scheduled meetings, certain topics 
may be divided. 

Lists of books are appended to most of the 
outlines. It would be well for the club to own 
some of the recommended books. Others can 
be obtained either from the local public library 
or from the state traveling library. When very 
full lists are given it is not necessary for any 
dub to use all the books, but the longer list leaves 
more room for choice. 

The best material on some subjects may be 
found, not in books, but in magazines. These 
may be looked up under the subject in the 
Readers' Guide to Periodical Literature. Maga- 
zine articles and ilfiJ'strated material may be ob- 
tained from the WUson Package Library. For 
terms see fourth page of cover. 

A list of the study outlines now in print will be 
found on page three of this cover. For later 
additions to the list write to publisher. 



VOCATIONAL EDUCATION 
AND GUIDANCE OF YOUTH 



AN OUTLINE FOR STUDY 



EMILY ROBISON 



THE H. W. WILSON COMPANY 

WHITE PLAINS. N. Y., AND NEW YORK CITY 

1917 



^Z^Jti 



^7 



INTRODUCTORY NOTE 

The subject of vocational education and guidance of 
youth of pubHc school age is so broad that a number of 
books will need to be used as a basis of study. If the 
local public or school library does not contain the books 
of the shorter list, the other material may be found on the 
subject. 

Some clubs have found the method practicable of 
buying those books which they need for study and then 
presenting them to the public library. State commissions 
are often glad to furnisli material. 

The United States Bureau of Education publishes two 
bulletins — one on Vocational Education (1916 No. 21) 
and one on Vocational Guidance (1914 No. 14) which 
will be found of use in most programs. 

The outline may be used for papers and discussion. 
The references at the end of each division are arranged 
so that anyone wanting to look up definite points might 
readily find them. 

Dooley's "Education of the Ne'er-do-well," Daven- 
port's "Education for Social Efficiency" or Snedden's 
"Problem of Vocational Education" are interesting read- 
ing on the subject in general. 

E. R. 
January 12, 191 7 



CONTENTS 

I. Vocational Education (General) 

1. What it is 7 

2. Need of vocational education 8 

II. Legislation 

1 . State legislation 11 

2. Federal legislation 12 

III. Industrial Education 

1. Why industrial education for the 

boy and girl ? 14 

2. Industrial education systems abroad 16 

IV. Industrial Training for Girls 

1. The training girls need in industries 20 

2. Some schools which teach girls 

trades 22 

V. Some American Schools Where Boys 
Learn Trades 

1. Two interesting private schools... 23 

2. Some public trade schools 24 

vi. co-operation of agencies in furnishing 

Industrial Education 

1. The employer of child labor and the 

schools 25 

2. The labor unions and industrial 

education 26 

VII. Commercial Education 

1. Need of special training for business 27 

2. Commercial education, past and 

present 28 

VIII. Agricultural Education 

1. The value of agricultural education 30 

2. History of development of agri- 

cultural education 30 

IX. Household Arts 

1. Historical development of aims and 

training in household arts 32 

2. Value of training in household arts 33 



6 CONTENTS 

X. Historical Development of Vocational 
Guidance 

1. Our first vocational guidance bureaus 35 

2. Vocational guidance abroad 36 

XI. Vocational Guidance in the Public 

School 

1. The child who does not reach high 

school 37 

2. Vocational guidance through the 

continuation school 39 

XII. Vocational Guidance in the Public 
School (Continued) 

1. Vocational information and guidance 40 

2. Courses in vocational guidance 41 

XIII. Vocational Guidance 

1. The vocational counselor 42 

2. Value of vocational guidance to the 

school 43 

XIV. Surveys for Vocational Education and 
Guidance 

1. What the survey is 44 

2. How surveys are made 44 

XV. Introduction of Vocational Education 

IN the Grades 

1. Time to begin vocational education 46 

2. How two schools have met the 

problem 48 

XVI. Vocational Education and the High 
School 

1. Vocational education in the high 

school 50 

2. Public vocational schools under 

separate control 51 

XVII. Local Program 

1. What our state does for vocational 

education 53 

2. What is being done for vocational 

education in my locality 54 

Bibliography 57 



VOCATIONAL EDUCATION 
AND GUIDANCE OF YOUTH 

I 

Vocational Education 

I. What it is. 

A. Definition of vocational education. 

B. Kinds. 

I. Professional (will not be discussed). 

2. 

3- 



4 



Commercial. 
Agricultural. 
Industrial. 
Household. 



C. Vocational education and liberal education. 

Vocation shall be the application of culture and 
culture shall be the halo of vocation. H. H. 

HORNE. 

D. Vocational education and manual training. 

1. Manual training not vocational. 

2. Manual training may be prevocational. 

E. Part of universal Education. 

Within the limits of needful activities one occu- 
pation is as important as another, and a system of 
universal education must enrich them all, or the 
end will be disastrous. We need to change our 
views concerning what has been regarded as me- 
nial employments. Davenport. 



8 VOCATIONAL EDUCATION AND 

References 

Davenport. Educative value of labor. In Education for ef- 
ficiency, p. 78-89. 
"The daily doing of needful things with regularity and 

efficiency is half of a liberal education." 

Davenport. Industrial education a phase of the problem of 
universal education. In Education for efficiency, p. 60-70. 

Gillette. Meaning of vocational education. In Vocational 
education, p. 8-10. 

Kerschensteiner. Fundamental principles of vocational 
schools. In Three lectures on vocational education. 

Lapp and Mote. Passing education around. In Learning to 
earn. p. 21-38. 

Leavitt. Manual training and industrial education. In Ex- 
amples of Industrial education, p. 9-18. 

National Education Associaton. Proceedings. 1914. p. 582-6. 
Vocational education — its terminology. C. G. Pearse. 

Snedden. Types of vocational education. In Problem of vo- 
cational education, p. 22-26. 
^■> Snedden. What is vocational education? In Problem of 
vocational education, p. 8-13. 

United States. Bureau of Education 1916 No. 21. Definitions 
on p. 36(1) ; 43(4) ; 44(6) ; 45(8) ; 47(io). 

Dial. 59:363-4. Oct. 28, '15. Vocational training and citizen- 
ship. O. C. Irwin. 
Independent. 79: 150-1. Aug. 3, '14. Present educational ques- 
tion. 
School Review. 19:454-65. Sept. 191 1. Does the present 
trend toward vocational education threaten liberal cul- 
ture? E. P. Cubberly. 

p. 466-76. R. A. Woods. 

p. 477-88. Discussion. 

Presented at the meeting of the Harvard Teacher's asso- 
ciation. March 4, 191 1. 

2. Need of vocational education. 

Education is no longer a luxury. It has be- 
come a necessity for doing of the world's work. 
It is no longer for the edification of the few ; it is 
for the satisfaction of the many. Davenport. 

A. Need for the boy and girl. 

I. Purpose in life. 

(The "life career" ideal.) 



GUIDANCE OF YOUTH 9 

2. Character building. 

Habits of industry. 
Right habits of thought. 

3. Joy in work. 

The great mass of human happiness will always 
arise out of doing well the common things of 
life, and the happiness of the individual will lie in 
that creative genius which does to-day the same 
thing it did yesterday, but does it better. Daven- 
port. 

4. Prevention of wasted years. 

(In adjustment.) 

B. Need for the community. 

So great is the rivalry among nations that it 
has become a matter of necessity to modify the 
methods of education in order to have a greater 
number of productive citizens. M. I. Emerson, 

1. Useful citizens. 

2. Prevention of waste. 

References 

Dewey. The school and social progress. In School and so- 
ciety, p. 3-28. 

Emerson. The life career ideal. In Evolution of the edu- 
cational ideal, p. 154-164. 

King. Character-forming influences. In Education for so- 
cial efficiency, p. 211-212. 

King. The vocational interest and social efficiency. In Edu- 
cation for social efficency. p. 199-218. 

Lapp and Mote. The present system, p. 47-59; Training for 
citizenship, p. 344-65. In Learning to earn. 

Munroe. The demand for vocational training. In New 
demands in education, p. 85-108. 

National Education Association. Proceedings. 1910. p. 133- 
41. Value through education of the life career motive. 
C. W. Eliot. 
Reprinted in Bloomfield. Readings in vocational guidance. 

p. 1-12. 

National Education Association. Proceedings. 191 1 : 260-4. 
Progress and the true meaning of the practical in educa- 
tion. Carleton B. Gibson. 



10 VOCATIONAL EDUCATION AND 

National Education Association. Proceedngs. 1914. p. 572-7- 

Vocational education — its social relationships. H. L. 

Sumner. 
Snedden. Modern social need of vocational education under 

school conditions. In Problem of vocational education. 

p. 13-18. 

Consumers' League of Connecticut. A glance at some Euro- 
pean and American vocational schools, p. 3-7. 

United States. House of Representatives. 63d Congress. 2d 
session. (Document 1004.) Committee on National aid to 
vocational education. Need of vocational education. In 
Report. V. I. p. 16-29. 

Educational Review. 45 : 501-6. May, 1913. The character- 
forming influence of vocational education. 
Paper read at 2d Internat. Moral ed. Congress at The 
Hague 1912. Reprinted from the London Journal of Educa- 
tion. 

School and Society. 3 : 300-04. Feb. 26, '16. Cultural and vo- 
cational education. H. H. Home, 



GUIDANCE OF YOUTH II 

II 

Legislation 

I. State legislation. 

A. Connecticut. 

B. Indiana. 

C. Maine. 

D. Massachusetts. 

E. New Jersey. 

F. New York. 

G. Pennsylvania. 
H. Wisconsin. 

References 

King. Industrial and vocational education — typical state 
movements. In Social aspects of education, p. 161-62. 

Monroe. Legislation on Vocational education. In Cyclopedia 
of education, v. 3, p. 432-33. 

Taylor. New York law relative to vocational instruction. 
Article 22 of the Education Law of 1910 as amended by 
laws of 1913 chapter 747. In Handbook of vocational edu- 
cation, p. 183-189. 

United States. Commissoner of Education. Report 1915, 
1 : 242-/^4. Legislation in Maine. 

United States. Commissoner of Education. Report 191S, 

1 : 235-37. Legislation in New Jersey. 
United States. Commissioner of Education. Report 191S, 

1 : 233-35. Legislation in Wisconsin. 
United States. Commissioner of Education. Report 1913, i : 

907-12 Vocational education legislation in 1913. 

Indiana. State Board of Education. First Annual Report on 
vocational education, (1904), p. 169-172. The spirit and 
purpose of the new vocation law and types of vocational 
schools to be established under the law. 

United States. Bureau of Education. Bulletin. 1914. No. 37. 
p. 14-31. The laws of the states on education for the 
home, by states. B. R. Andrews. 



12 VOCATIONAL EDUCATION AND 

United States Bureau of Education. Bulletin, 1916, No. 21, 
P- 157-59- Digest of states that provide state aid for a 
more or less state-wide system of vocational education. 

2. Federal legislation. 

A. History of proposed federal legislation. 

1. Page bill. 

2. Smith Hughes bill.^ 

B. Need of federal legislation. 

At the last session of Congress a bill was passed 
b}^ the Senate which provides for the promotion 
of vocational and industrial education which is of 
vital importance to the whole country because it 
concerns a matter too long neglected, upon which 
the thorough industrial preparation of the coun- 
try for the critical years of economic development 
immediately ahead of us in a very large measure 
depends. President's Address to Congress, 
Dec. 5, 1911. 

1. To share the burden of expense of establish- 

ing schools. 

2. To stimulate the development of vocational 

education. 

References 

King. Industrial and vocational education. Significance of 

national appropriations, p. 162-63. 
Lapp and Mote. How shall the obligation be met? In Learn- 
ing to earn. p. 309-326. 
National Education Associaton. Proceedings. 1915 : 296-308. 
Evolution of the training of the worker in industry. C. A. 
Prosser. 
National Education Association. Proceedings. 1915:322-31. 

National aid for vocational education. John Lapp. 
Chamber of Commerce of the United States of America. 
Referendum No. 14. On the report of the committee on 
education regarding federal aid for vocational education. 
April I, '16. Special Bulletin June 2, '16. 
Gives the majority report of the Referendum committee 
and summary of arguments against the committee's recom- 
mendation for federal aid. Special bulletin, June 2, '16, gives 
detailed statement of vote by the chambers of commerce 
throughout the United States. 

* The Smith-Hughes bill finally passed at the last session of the 64th 
Congress, March, 1917. 



GUIDANCE OF YOUTH 13 

Chamber of Commerce of the United States. Report by 
committee on education — on vocational education. Fourth 
annual meeting Washington, Feb. 8-10, '16. 
Chamber of Commerce of the United States. Vocational edu- 
cation. Pending bill S. 703. 

Suggests changes in the pending bill to make it accord with 
the views expressed by the Chamber's referendum. 
Commission on National Aid to Vocational Education. Report 
Vol. I (63d Congress, 2d session, House Document 1004). 
Kinds of vocational education for which national grants 
should be given p. 40-54. Extent to which the National gov- 
ernment should aid vocational education, p. 62-69. Proposed 
legislation, p. 78-87. Vol. 2 : 267-283. Statements submitted 
by letter. 

Independent. Tz '• I4I4-9- Dec. 19, '12. Educational reform. 

C. S. Page. 
Manual Training. 17:251-9. Dec. 1915. Manual training and 
vocational education to fit millions for their work. The 
Smith-Hughes bill, a National preparedness plan to equip 
this country for holding industrial and commercial suprem- 
acy in the future. Alvin E. Dodd. 

Same article. In Nation's Business. 3 : p. 8-10. Nov. '15, 
under the title Training for industrial life. Also printed as a 
"separate" by the National Society for the Promotion of In- 
dustrial Education. 
Survey. 32:417-8. July 18, '14. Plan to stimulate vocational 

education in all the states. W. D. Lane. 
Survey. 35:692. Mar. 11, '16. Federal plan for vocational 
training. 
Same article. In School and Society. 3:428-9. Mar. 18, '16. 



14 VOCATIONAL EDUCATION AND 

III 

Industrial Education 

The subject of industrial education is so broad and 
the interest concerned so vast and so varied that no 
single writer can hope to bring to its discussion that com- 
plete knowledge zvhich is necessary to the rational and, 
final solution of a difficult problem. — Davenport. 

I. Why industrial education for the boy and girl? 

Now if every individual is to contribute by 
means of his work to the general welfare of the 
community, our first business must be to provide 
him with the best opportunities of developing his 
skill and capacity for work. Kerschensteiner. 

A. Passing of the apprentice system. 

B. Modern factory conditions. 

1. Specialization or minute divisions of labor. 

2. "Blind alley" occupations. 

C. Lack of skilled workers. 

D. Employers cannot adequately train workers. 
I. Expense of time and labor. 

Workers do not stay in same shops and fac- 
tories. 

Lack of facilities in shops and factories to 
teach all subjects needed to comprehend 
modern industrial methods. 

E. Child who does not take to book-learning. 

1. Motor minded child. 

2. Child retarded in grades. 
a Through illness. 

b Changing schools. 
c Lack of interest. 



Guidance of youth iS 

References 

Abbott, Edith. Public opinion and the working women. In 

Women in industry, p. 'i'^7-22). 

"The introduction of machinery and the establishment of 
the factory system have made necessary a readjustment of 
the work both of men and women, and in the long run it has 
meant the breaking down of old customary lines of delimita- 
tion between women's work and men's work." 
Adams, Thomas Sewall and H. L. Sumner. Industrial edu- 
cation. In Labor problems, p. 435-449. 

Decline of apprenticeship system, present status of appren- 
ticeship, trade schools, general aspects. 
Addams, Jane. The spirit of youth and industry. In Spirit 

of youth in city streets, p. 107-35. 
Ayres. Laggards in our schools. 

For anyone who wishes to go more fully into the study 
of elimination and retarding of pupils. 
Bloomfield. The wasteful start and unefficiency. In Youth, 

school and vocation, p. 9-26. 
Dean, A. D. Past, present and future. In Worker and the 

state, p. 3-25. 

This chapter is reprinted in King. Social aspects of educa- 
tion, p. 156-165. 
Dooley. The neglected ne'er-do-well. In Education of the 

ne'er-do-well. p. 1-8. 
Dooley. Qualities of the ne'er-do-well. In Education of the 

ne'er-do-well. p. 8-13. 
Dooley. Special needs. In Education of the ne'er-do-well. 

p. 25-31. 

"Special attention should be devoted to the aptitudes of 
the great mass of children who are motor-minded and who 
must be reached through manual and objective methods of 
teaching." 
Hedges. Needs of the factory wage-earner. In Wage 

worth of school training, p. 16-24. 
Kelley. Machine tenders. In Modern industry in relation 

to the family, health, education, morality, p. 100-106. 
Kerschensteiner. Industrial and vocational education, its 

social significance, the fundamental principles of continua- 
tion schools. In King, Social aspects of education, p. 144- 

156. 

Article reprinted from School Review. 19 : 162. 
Lapp and Mote. Industry and its educational needs. In 

Learning to earn. p. 60-88. 
Mangold. The untrained child in industry. In Problems of 

child welfare, p. 245-246. 



.l6 VOCATIONAL EDUCATION AND 

Alonroe. Cyclopedia of Education. V. 3. p. 425-28. 

National Education Association. Proceedings, 1910, p. 369-73. 
Need of industrial education in our public schools. Theo- 
dore W. Robinson. 

National Education Association. Proceedings. 1910. p. 666-73. 

Industrial factor in education. E. N. Henderson. 

Discusses "the psychological and social need for construc- 
tive hand work and for industries as a 'subject' in school." 

Reprinted in Bloomfield Readings in vocational guidance, 
p. 56-68. 
National Education Association. Proceedings. 1912. p. 899-907. 

Citizenship in industrial education. C. B. Connelley. 

National Education Association. Proceedings. 1912. p. 921-26. 
Sociological phases of the movement for industrial edu- 
cation. F. M. Leavitt. 
Same article in American Journal of Sociology. 18 : 352-60. 

National Education Association. Proceedings. 1915. p. 828-32. 
Vocational education and the labor problem. 

Russell. The school and industrial life. In Russell and Bon- 

ser Industrial education, p. 1-19. 

"My conclusion is that industrial education is essential to 
the social and political well being of a democracy." 

Van Kleeck. Some problems of industrial education. In 
Working girls in evening schools, p. 168-83. 

Weeks. The hand of iron. In The people's school, p. 6-23. 
"A rational system of education will take account of 
changes in society and keep pace with their evolution." 

Iron Age. 95:1334-5, June 17, '15. Works apprentice school 

discontinued. 

"The per capita cost of the graduate so to speak from the 
company's apprenticeship school was an important item in 
the decision to discontinije the school." 
Popular Science Monthly. 77:180-81. Aug. '10. Danger of 

unskill. Walter G. Beach, p. 178-185. 
Scientific American. 112:247. Mr. 15, '15. Educational scrap 

heap and the blind alley job. L. W. Dooley. 

Condensed from same article in S. Am. S. Mr. 13, '15. 
p. 170. 

2. Industrial education systems abroad. 
A. Belgium. 
I. Aims. 
2. System. 



GUIDANCE OF YOUTH 17 

B. England. 

I. Aims. 

Britain aims at individual excellence partly by 
offering many avenues of training and many 
chances for willing and persevering workers to 
climb all sections of the industrial ladder. 

2. Forms of schools. 
a London. 
b Birmingham 
c Edinburgh. 

C. France. 

1. Aims. 

France aims at industrial excellence partly by 
the training of highly skilled experts and partly 
by the training of those who should become the 
best foremen. 

2. Forms of schools. 
Paris. 

D. Germany. 

1. Aims. 

Germany aims at the building up of a great in- 
dustrial nation partly by the thorough training of 
the leaders as experts, partly by the training of 
middle grade workers, such as draftsmen and 
foremen, as thoroughly accurate and careful man- 
agers and partly by the training of all grades of 
workmen and mechanics as skilled craftsmen and 
good citizens. 

2. Day trade schools. 

3. Continuation schools. 
a Bavaria. 

Munich. 
b Prussia. 

Berlin. 
c Wiirtemberg. ; 



l8 VOCATIONAL EDUCATION AND 

E. Switzerland. 
I. Aims. 

Here ... we see a harmonious cooperation of 
labor, capital, legislative bodies, and educational 
authorities for the upbuilding of efficient citizen- 
ship and national prosperity. Weeks. 

References 

Dooley. Educational adaptations abroad. In Education of 
the ne'er-do-well. p. 32-61. 

Kerschensteiner. Technical day schools in Germany. In 
Three lectures on vocational training. 

Leake. Dangers arising from the misinterpretation of foreign 
systems and other causes. In Industrial education, p. 176- 
89. 

National Education Association. Proceedings. 1910. p. 242-$. 
Effect of industrial environment. C. B. Connelley. 

National Education Association. Proceedings. 191 1. p. 740-7. 
New standard of the present day in industrial education 
in Europe. P. Kreuzpointer. 

Monroe, Paul. Cyclopedia of education, v. 3, p. 430. 

Roman. Brief survey of the development of the continua- 
tion schools in the leading German states. In Industrial 
and Commercial schools of the United States and Ger- 
many, p. 37-53. 

Roman. The present status of industrial training for girls 
in Wiirtemberg, Bavaria, Prussia and in the whole Empire. 
In Industrial and Commercial schools of the United States 
and Germany, p. 95-110. 

Taylor. Industrial education in Europe. In Handbook of 
vocational education, p 17-49. 
England, Scotland, Germany, France. 

United States. Commissioner of education. Report 1912. vol 
I. P- 537-38- Public education in Switzerland: Continua- 
tion schools. 

United States. Commissioner of Education. Report 1914. vol 
i> P- 739-42. Continuation schools in Germany. 

Weeks. Foreign trade schools. In The people's school 
p. 109-47- 

Consumer's League of Connecticut. A glance at some Euro- 
pean vocational schools, p. 7-50. 
Pleasant accounts of Vocational schools in Germany, some 

Flemish schools and the English motive. The pamphlet was 

printed in 191 1. 



GUIDANCE OF YOUTH 19 

United States. Bureau of Education. Bui. 1914. - 23 : 1-76. 
Trade schools in Europe. F. L. Glynn (il). 

Craftsman. 19:598-607. Mar. '11. Trade education in Ger- 
many : its value to the laborer. Eva E. Vonn Baur. 

Elementary School Teacher. 10:209-19. Jan. '10. Trade school 
in London. C. W. Kimmins. 

Harper. 128 : 616-25. Mar. '14. Dynamic education. J. L. 
Mathews. 
Industrial education of German boys. 

Nation. 94 : 208-9. F^b. 29, '12. Bavarian school of house- 
keeping. M. Parkinson. 

Outlook. 96:887-8. Dec. 24, '10. Educate the apprentice. 

News item about Dr. Kerschensteiner's visit to this coun- 
try and his Munich continuation schools. 

Scribner's Magazine. 51 : 199-204. Feb. '12. Passing of the 
unskilled in Germany. Elmer Roberts. 



20 VOCATIONAL EDUCATION AND 

IV 

Industrial Training for Girls 

I. The training girls need in industries. 

If the boy of the working classes is badly off 
for industrial training, his sister is in a far worse 
case. Women are in most of the trades followed 
by men, and the number of this army of working, 
wage-earning women is legion. They are not 
trained at all and are so badly paid that as under- 
bidders they perpetually cut the wages of men. 
Alice Henry. Trade Union Woman. 

A. Training for the skilled worker. 

I. Openings for girls in skilled trades. 
a Dressmaking. 
b Millinery. 
c Printing trades, 
d Silver and gold work. 
e Watch making. 

B. Training for immediate work. 

What we have to beware of is that this indus- 
trial work, this "honest toil," does not degenerate 
into drudgery. Kerschensteiner. 

I. Chances girls have for advancement in facto- 
ries and mills through training. 
a Garment trades. 
b Shoe factories. 
c Textile mills 

1. Knitting. 

2. Cotton. 

3. Silk. 

4. Woolen. 

References 

Davis, Anne. Occupations and industries open to children 
between fourteen and sixteen years of age. In Blooinfield. 
Readings in vocational guidance, p. 542-53. 
Published by the Board of education, Chicago, 1914. 



GUIDANCE OF YOUTH 21 

Dodge, H. H. Survey of occupations open to the girl of 14 
to 16 years. In Bloomfield. Readings in vocational guid- 
ance, p. 571-601. 
Part I takes up the field of work and its conditions. Part 

II gives an outhne of the principal occupations including under 

each, the approximate percentage of the 14-16 year old girl 

to all employed, the kinds of work, first steps of advancement, 

qualifications, outlook in respect to the girls, disadvantages 

or danger and opportunities for training. 

Dooley. Difference between vocational education for boys 
and girls. In Education of the ne'er-do-well. p. 77-79- 

Girls Trade Education League of Boston. Telephone operat- 
ing. In Bloomfield. Readings in vocational guidance. 
p. 557-69. 

Bulletin No. i. Dressmaking, No. 2, Bookbinding. 

Reprinted in United States Commission of Labor. Report 

1910. p. 445-55- 

Hedges. Needs of the factory wage earner. In Wage worth 
of school training, p. 16-23. 

Henry, Ahce. Women and vocational training. In The 
Trade Union woman, p. 212-13. 

Richards, C. R. What we need to know about occupations. 
In Bloomfield. Readings in vocational guidance, p. 504-514. 
An address delivered at the second National Conference 

on Vocational Guidance. 1913. 

Van Kleeck. Occupations: facts significant for the schools. 
In Working girls in evening schools, p. 57-6o. 

Weaver. Profitable occupations for girls, p. 79-83- Dress 
making and millinery. 

p. 96-105. Craftsmanship and the practical arts. 

p. 57-71. Factory work. 

p. 115-18. Telephone and telegraph work. 

National Society for the Promotion of Industrial Education. 
Bulletin 20. p. 193-195. Similarity and the points of differ- 
ence in the training of boys and girls for specific trades. 
F. E. Leadbetter. 

National Society for the Promotion of Industrial Education. 
The Minneapolis Survey. Bulletin 21. Dressmaking and 
Millinery, p. 407-34 ; Art education needed _ in industry, 
(Jewelrj^ manufacturing, photography, printing.) p. 526- 
555. Summary 550-555- 

National Society for the Promotion of Industrial Education. 
The Minneapolis Survey. Bulletin 21. The knitting 'mill. 
P- 435-63. (Summary 461-63) ; the garment trades, p. 376- 
406 (Summary 407-34). 

United States. Bureau of Education. Bulletin, 1913 _No._ 17. 
A trade school for girls : a preliminary investigation in a 
typical manufacturing city. 



22 VOCATIONAL EDUCATION AND 

2. Some schools which teach girls trades. 

Life without industry is guilt, and industry 
without art is brutality. Ruskin. 

A. Boston School of practical arts. 

B. Manhattan Trades school for girls. 

A real trade school intensively teaching the 
practical knowledge of trades and efficiently 
training its pupils in manipulative skill will put on 
the road to economic independence and civic use- 
fulness boys and girls whom the regular schools 
can never reach. W. Stanwood Field, School 
AND Society, June 17, 1916. 

C. Washington Irving high school. 

References 

Schneider. Manhattan trade school for girls. Iti Education 

for industrial workers, p. 30-33. 
Van Kleeck. Evening schools and vocational training. In 

Working girls in Evening schools, p. 118-33. 

Manhattan trade school for girls. 

National Society for the Promotion of Industrial Education. 
Bulletin No. 22, p. 220-24. Trade extension and part- 
time courses for girls in New York City. 

National Society for the Promotion of Industrial Education. 
Bulletin No. 22, p. 215-19. Shop methods and utilization 
of product (in the Manhattan Trades School for Girls.) 

United States. Commissioner of Labor. Report. 1910. Girls 
trade school, Boston, Mass. p. 278-81. 

Educational Review. 30: 178-88. Sept. '05. Manhattan trade 

school for girls. M. S. Woolman. 
McClure's. 41 : 46-57. May '13. Six thousand girls at school. 

A training for womanhood. Burton J. Hendrick. 

Washington Irving High School. 
Review of Reviews. 50: 195-200. Aug. '14. Public school that 

makes for industrial efficiency. Boston girls' high school 

of practical arts. B. O. Flower. 
Review of Reviews. 50:200-5. Aug. '14. Training city-bred 

girls to be useful women: Washington Irving High School. 



GUIDANCE OF YOUTH 23 

V 

Some American Schools Where Boys Learn Trades 

The epic is verily not "Arms and the Man, but Tools 
and the Man" — an infinitely wider kind of epic. — Car- 
LYLE. Past and Present. 

I. Two interesting private schools. 

A. Thompson Island Farm and Trades School. 

"A private school for boys of limited means 
supported by endowments, tuition fees and sub- 
scriptions." 

B. David Ranken, Jr., school of mechanical trades. 

In these days of automatic machinery and high 
specialization a broad, sound training in the fun- 
damentals of a trade is something the boy does 
not easily find, but it is something the boys of 
America must have if this country is to maintain 
its old standing as a country in which ingenuity 
and inventiveness abound. Editor, St. Louis 
Republic, June, 1916. 

References 

Leavitt. The David Ranken Jr. School of Mechanical Trades, 
St. Louis, Missouri. In Examples of industrial education, 
p. 182-190. 

United States. Commissioner of Labor. Report 1910. p. 61- 
64. David Ranken Jr. School of mechanical trades. 

The David Ranken Ji*. School of Mechanical Trades. (St. 
Louis) Annual Catalog. 1916-17. 

The Farm and Trades School. Report of the board of mana- 
gers of the farm and trades school, Thompson's Island. 
1916. 
Gives an historical summary and description of its work. 

National Society for the Promotion of Industrial Education. 
Bulletin 20. p. 134-143. The recognition of industrial edu- 
cation for apprentices by organized labor. Lewis Gustaf- 
son. 
I shall confine myself to this topic only so far as it relates 

to the Ranken School. — Gustafson. 

Boston Evening Transcript, Saturday, Mar. 14, '14. Farm 
and Trades School's 100 years. 
Reprint secured from the Thompson Island Farm and 

Trades School. 



24 VOCATIONAL EDUCATION AND 

Boston Sunday Globe. Mar. 22, '14. Centennial of farm and 
trades school. 
Reprint. Thompson Island Farm and Trades school. 

Outlook. 100: 734-40. July 28, '15. A vocational school a hun- 
dred years old. H. Addington Bruce. 

Survey. 25:674-6. Jan. 21, '11. Ranken trades school at St. 
Louis. 

2. Some public trade schools. 

A. Cincinnati (O.). 

B. Fitchburg (Mass.). 

C. Milwaukee School of trades for boys. 

D. Albert G. Lane Technical High School (Chi- 

cago). 

References 

Carlton. Milwaukee School of trades. In History and prob- 
lems of organized labor, p. 456-57. 
Dewey. Education through industry. (Cincinnati). In 

Schools of To-morrow, p. 278-86. 
Hunter. W. B. The Fitchburg plan. In Leavitt. Examples 

of industrial education, p. 202-208. 
Leavitt. Lane Technical high school, Chicago. In Examples 

of industrial education, p. 155-174. 
Leavitt. Milwaukee public school of trades. In Examples 

of industrial education, p. 176-181. 
National Education Association. Proceedings. 1913. p. 190-97. 

Cincinnati continuation schools. E. R. Roberts. 
National Education Association. Proceedings. 1914. p. i7i-5- 

School and Shop — work and study. Randall J. Condon. 

Cincinnati continuation and part time schools. 
Taylor. The Fitchburg school. In Handbook of vocational 

education, p. 68-71. 
United States. Commissioner of Education. Report 1915- 

Vol. L p. 36-39. Cincinnati. 
United States. Commissioner of Labor. Report 1910. Fitch- 
burg high school, p. 187-90. 
United States. Commissioner of Labor. Report 1910. p. 134- 

37. Milwaukee school of trades. 
School Review. 19:289-94. May '11. Industrial education 

in Cincinnati. 
World's Work. 21:14265-75. April 'ii. Half time at school 

and half time at work. F. P. Stockbridge. 

At Cincinnati. 
World's Work. 25 : 695-8. April '13. Teaching real life in 

school. W. B. Anthony. 

Fitchburg public schools. 



GUIDANCE OF YOUTH 25 

VI 

Co-operation of Agencies in Furnishing Industrial 
Education. 

I. The employer of child labor and the schools. 

A. The school in the factory. Apprenticeship schools. 

1. When employer furnishes material, time and 

teachers. 
Advantages. 
Disadvantages. 

2. When teaching force is supplied by other 

agency. 

B. Part time continuation schools. 

1. How the time is divided. 

2. Advantages to employer. 

References 
Dean. Co-operative system of industrial training. In 

Worker and the state, p. 211-42. 
National Education Association. Proceedings. 1914 : 602-7. 

Use of the factory and office buildings in New York City 

for vocational education. J. H. Haaren. 
National Education Association. Proceedings. 1914. p. 614-18. 

Apprenticeship and continuation schools of Milwaukee, 

Wisconsin. R. L. Cooley. 
Smith. Selecting the course. In Establishing trade schools. 

p. 79-90. 

Shows cooperation of both employer and employee. The 
subjects treated are advisory boards, trade agreements, ex- 
amples of trade agreements of employers and trade unions 
with the school. 
Snedden. Cooperation of agencies in vocational education. 

In Problem of vocational education, p. 38-41. 
Taylor. The shop vs. the trade school. In Handbook of 

vocational education, p. 83-85. 

Annals of the American Academy. 57. p. 178-181. Sept. '16. 

Continuation schools. A. J. Jones. 
Manual Training. 17:305-7. Dec. '15. Where should coop- 
eration end? editorial comment. 
National Society for the Promotion of Industrial Education. 
21. p. 633-36. 

"Any comprehensive scheme of industrial education like 
Minneapolis to be efficient and enduring must command the 
respect and support not only of employers and employees in- 
dividually, but of organization of employers and employees." 



a6 VOCATIONAL EDUCATION AND 

2. The labor unions and industrial education. 

The organizations constituting the American 
Federation of labor have been for years engaged 
in the work of systematically providing industrial 
education to their members. ... It is eager to 
cooperate actively in instituting industrial educa- 
tion in our public schools. Samuel Gompers. 

A. Trade agreements for the promotion of industrial 

education. 

1. Some examples. 

Unskilled trades. 
Skilled trades. 

2. Value. 

B. Cooperation in outlining trade studies. 

References 

Carlton, Frank Tracy. Government and policies of Labor 

organizations. In History and problems of organized 

labor, p. 95-154- 

For those who wish to study further possibilities of co- 
operations with labor unions. 
Henry, Alice. The trade union and industrial education. In 

The Trade union woman, p. 209-11. 
National Education Association. Proceedings. 1914 : 607-14. 

Trade agreements. In Industrial education of apprentices 
in Chicago. W. M. Roberts. 
National Education Association. Proceedings. 1910 : 265-73. 

Trade unions and industrial education. W. B. Prescott. 

National Society for the Promotion of Industrial Education. 
Trade understandings. In Report of the Minneapolis sur- 
vey Bulletin 21, p. 672-77. 
National Society for the Promotion of Industrial Education. 
Bulletin 22. p. 325-34. Relation of the pre-vocational 
school to the rest of the school system. R. C. Kelso. 
Tells of the different trade agreements in force in Roch- 
ester, N. Y. 

National Society for the Promotion of Industrial Education. 
Bulletin 22. p. 347-61. Trade agreements and industrial 
education. 

Manual Training. 16:329-39. Feb. '15. Industrial education 
and the American federation of labor. Samuel Gompers. 



GUIDANCE OF YOUTH 27 

VII 

Commercial Education 

Business has to do with four important processes — 
the production, preparation, distribution and consump- 
tion of commodities. — Lapp and Mote. Learning to Earn. 

I. Need of special training for business. 

Education for business . . . addresses itself to 
the everyday needs of the manufacturer, merchant, 
transporter and banker in quite the same way as 
the good physician goes about to diagnose our 
ills. Its mission is to facilitate the four great 
commercial processes. Lapp and Mote. 

A. Clerical work, 

1. Bookkeeping. 

2. Stenography. 

3. Typewriting. 

4. Filing and records. 

B. Salesmanship. 

1. Department stores. 

2. Other forms. 

C. Advertising work. 

References 
Eaton and Stevens. Commercial training for girls, p. 169-180. 
Lapp and Mote. Business and its educational needs. Fn 
Learning to earn. p. 116-42. 

O'Leary. Vocational training for department store workers. 

In Department store occupations, p. 82-88; 97-100. 
Stevens. General view of Commercial work. In Boys and 

girls in commercial work. p. 33-43. 
Weaver. Salesmanship. In Profitable occupations for girls. 

p. 107-113. 

United States Bureau of Education. Bulletin, 1916, No. 25, 
p. 39-41. Modern Business and commercial education. 
Isaac Grinfield. 

United States. Bureau of Labor Statistics. Bulletin. 162 : 
Analysis of occupations in department stores of Rich- 
mond. In Vocational survey of Richmond, p. 227-238. 



28 VOCATIONAL EDUCATION AND 

2. Commercial education, past and present. 

A. Abroad. 

1. Germany. 

a Lower commercial schools. 

b Secondary commercial education. 

2. England. 

3. France. 

B. Our early commercial schools. 

1. Adventures in business. 

2. Lack of test of training. 

C. New ideals in commercial education. 

The chief aim of commercial education should 
be to produce the highest possible degree of effi- 
ciency to increase production, to make a just dis- 
tribution in commercial labor, to make self-re- 
specting, self-supporting, and contributing mem- 
bers of society, and thereby to help in promoting 
social justice to all mankind. E. Newton Smith. 

1. Importance of moral training in commercial 

education. 

2. Need of "all around'' intelligence. 

3. Specialization. 

References 

Herrick, Cheesman. The curriculum of the secondary school 
of commerce, hi Meaning and practice of commercial 
education, p. 228-53. 

Herrick, Cheesman. History of commercial instruction in 
secondary schools, fn Meaning and practice of commercial 
education, p. 213-18. 

Monroe. Cyclopedia of education. V. 2, p. 143-54. 

History in the U. S. 143-45 ; private commercial school 

145-46; public high school 146-48; history in Germany 151-53; 

other countries 153-54. 

National Education Association. Proceedings. 1915. p. 893- 
897. Factors of efficiency in secondary commercial teach- 
ing. John E. Treleven, 



GUIDANCE OF YOUTH 29 

Roman. Early history and methods of getting pupils; the 
present status of business colleges, commercial high schools 
and commercial departments of high schools. In Indus- 
trial and Commercial schools of the United States and 
Germany, p. 244-56. 

Roman. Morals and habits. In Industrial and vocational 
education in the United States and Germany, p. 380-82. 

Roman. Some comparisons with Germany. In Industrial 
and commercial education, p. 256-263. 

Stevens. General recommendations for training. How _ to 
train the girl, How to train the boy. In Boys and girls 
in commercial work. p. I43-I77- Summary of training 
observations, p. 178-81. 

Thompson, F. V. Present conditions in education ; construc- 
tive proposals. In Commercial education in Public sec- 
ondary education, p. 122. 75-94- 

United States. Commissioner of Education. Report. 1915, i : 
283-87. Essentials of commercial education. F. V. Thomp- 
son. 

National Society for the Promotion of Industrial Education. 
Bulletin 22, p. loo-ii. Minneapolis survey and commer- 
cial education. John G. Gray. 

United States. Bureau of Education. Bulletin 1916 No. 21. 
p. 152. Problems of commercial education. 

United States. Bureau of Education. Bulletin 1916 No. 25 
p. 67-68. Commercial high school. William Fairley. 

Journal of Political economy. 21:221-42. Mar. '13. Educa- 
tion for business. Boston high school of commerce. 



30 VOCATIONAL EDUCATION AND 

VIII 

Agricultural Education 

1. The value of agricultural education. 

There is virtue yet in the hoe and the spade, 
for learned as well as for unlearned hands. 
Emerson. The American Scholar. 

A. To the boy and girl on the farm. 

1. Monetary gain in training. 

2. Seeing opportunity in the land. 

3. Broadening the horizon. 

4. Prevention of drifting city-ward. 

"As the twig is bent, the tree is inclined." 

B. To "outdoor-loving" children not on farms. 
I. A chance at success. 

References 

Davenport. Agriculture in the high school. In Education 

for efficiency, p. 124-135. 
National Education Association. Proceedings, igio. p. 1094- 

98. The place of agriculture in the public schools. G. F. 

Warren. 

Reprinted. In Leak. Means and Methods of agricultural 
education, p. 1 19-21. 

"In our farm-management investigations, we have inci- 
dentally secured some very emphatic figures on the value of 
high school education of farmers." 
National Education Association. Proceedings. 1915. p. 193-99- 

Agricultural education. J : H. Waters. 

2. History of development of agricultural education. 

A. Agricultural education of youth abroad. 

1. England. 

2. Germany. 

3. Norway. 

4. Sweden. 

5. Switzerland. 



GUIDANCE OF YOUTH 31 

B. Agricultural training in the United States. 

1. Introduction of vocational agricultural studies 

in the schools. 

2. Consolidated agricultural schools. 

C. Agricultural extension work in rural schools. 

1. Corn and potato clubs. 

2. Poultry clubs. 

3. Institutes. 

4. Exhibits or school fairs. 

References 

Eggleston. Demonstration work through the rural school. 
In Work of the Rural School, p. 104-23. 

Leake. Rural school extension. In Means and methods of 
agricultural education, p. 99-111. 

Leake. The consohdation of schools. In Means and meth- 
ods of agricultural education, p. 84-98. 

Monroe. Cyclopedia of education. V. I, p. 64-68. Agricul- 
tural education in the lower schools; agricultural high 
schools, p. 64-66. 

National Education Association. Proceedings. 1910. p. 1098-99. 
In what schools shall secondary agriculture be taught? 
G. F. Warren. 

National Education Association. Proceedings. 1914. p. 898-905. 
The Federated boys' and girls' club work. O. H. Benson. 

National Education Association. Proceedings. 1915. p. 1144-53. 
School credit for boys' and girls' club work and extension 
activities in agriculture and home economics. O. H. Ben- 
son. 

United States. Commissioner of Education. 1912. v. i, 
p. 197-206. Boys' and girls' agricultural clubs. A. C. 
Monohan. 

United States. Commissioner of Education. 1912. v. i, 
p. 267-69. Review of agricultural education in high schools. 
1911-12. 

United States. Commissioner of Education. 1914. v. i, p. 123- 
25. Agricultural high schools. J. L. McBrien. 

United States. Commissioner of Education. 1914. v, i, 
p. 704-06. Norway system of agricultural education. 

United States. Commissioner of education. 1915. v. i, p. 295- 
302. Agriculture in elementary schools, agriculture in 
secondary schools. A. C. Monohan. 

United States. Bureau of Education. 1914 No. 8, p. 11-17. 
Massachusetts home project plan of vocational agricul- 
tural education. 



3^ VOCATIONAL EDUCATION AND 

IX 

Household Arts 

Many people think of ivork as a necessary something, 
disagreeable rather than agreeable, but on the contrary 
it is certainly one of life's most permanent and substan- 
tial satisfactions and delights. 

I. Historical development of aims and training in House- 
hold arts. 

A. America. 

1. Three American leaders in domestic economy. 
a Mrs. Emma Hart Willard. 

b Miss Catherine Beecher. 

c Mrs. Harriet Beecher Stowe. 

2. Ellen H. Richards. 

3. Household arts in the public schools. 

a As "manual training" in liberal education. 
b As vocational subjects. 

B. Abroad. 

I. Comparison of aims of the various countries 
in teaching household arts. 

References 

Hunt. Lake Placid Conference. Home economics movement. 
In Life of Ellen H. Richards, p. 259-99. 
The entire volume is interesting reading. 

Monroe. Cyclopedia of Education, v. 3, p. 318-331. House- 
hold arts in education. 

National Education Association. Proceedings. 1913. p. 184-9. 
Home-school — an experiment in household education. R. J. 
Condon. 

United States. Commissioner of Education. 1914. v. I, p. 321- 
25. Education for the home. 
Fundamental principles ; the elementary school ; the high 

school ; rural schools. 



GUIDANCE OF YOUTH 33 

United States. Bureau of Education. Bulletin, 1914. No. 36. 
p. 10-12. Early domestic economy movement. In Edu- 
cation for the home. B. R. Andrews. 
Short acount of the work of Mrs. Willard, Miss Beecher, 

and Harriet Beecher Stowe. 

Good Housekeeping. 50:9-10. Jan. '10. Home science in New 

York. M. R. Ormsbee. 
Good Housekeeping. 50:225-31. Feb. '10. Home science in 

California. Margaret Marshall Doyle. 
Good Housekeeping. 50:732-38. X)me '10. Home economics 

in Massachusetts. F. Stern. 

2. Value of training in household arts. 

A. For improvement of home life. 

Domestic economy as a wage-earning vocation 
cannot be taught too thoroughly, but what every 
girl is entitled to have from the public school dur- 
ing her school years is a "short course" in the 
simple elements of domestic economy, with oppor- 
tunity for practice. It is nothing so very elaborate 
that girls need, but that little they need so badly. 
Such a course has in view the girl as a home 
maker, and is quite apart from her training as a 
wage-earner. Henry. Trade Union Woman. 

B. The girl in industry. 

1. Garment trades. 

2. Millinery. 

3. Textile mills. 

4. Art industries. 

C. Length of service of girls in industry. 

D. Proportion of women who marry. 

E. Training the consumer. 

She looketh well into the ways of her house- 
hold. Proverbs 3 i : 27. 

I. Women buy most of life's necessities. 



34 VOCATIONAL EDUCATION AND 

2. Training in standards of beauty, honesty, 
fairness in price, production of article with- 
out injury to health and morals of the pro- 
ducer. 

References 

Lapp and Mote. Training for the home. In Learning to 
earn. p. 143-63. 

National Education Association. Proceedings. 1910 : 642-45. 
Vocational value of the household arts. Helen Kinne. 

National Education Association. Proceedings. 1914-. P- 618-24. 
The renovation of the home thru home economics. A. P. 
Norton. 

United States. Bureau of Education. Bulletin. 1915. No. I. 
p. 7-10. Home making a universal trade. The standard 
of comfort in the home; why the vocational school must 
teach cooking. L P. O'Leary. 

Outlook. loi : 536-40. Jl. 6, '12. How shall we learn to keep 
house? M. B. Bruere. 

Survey. 30: 188-92, May 3, '13. Housekeeping centers in set- 
tlements and public schools. M. H. Kitteredge. 



GUIDANCE OF YOUTH 35 

X 

Historical Development of Vocational Guidance. 

The overcrowding of the traditional occupations such 
as law, medicine, and clerical pursuits, shows what little 
effort society makes to direct talent into its possibly most 
appropriate opportunities. Communities obviously should 
organise such incentives and guidance as will awaken 
interest in other occupations just as commendable and 
perhaps more promising than those into which the ma- 
jority of our young people drift. — Committee on Voca- 
tional Education of the N. E. A. 

I. Our first vocational guidance bureaus. 

A. New York. 

1. The "father" of vocational guidance. 

2. Establishment of aid committees. 

3. Purpose. 

4. Growth. 

B. Boston — Vocation Bureau. 

1. Frank Parsons. 

2. Purpose of the Bureau. 

Six general aims. 

3. What it does now. 

References 

King. Boston vocation bureau. In Education for social ef- 
ficiency, p. 222-31. 

King. Vocational direction in New York. In Education for 
social efficiency, p. 220-22. 

Mangold, George B. Vocational guidance. In Problems of 
child welfare, p. 246-47. 
Boston Vocation Bureau. 

Monroe. Cyclopedia of Education. 3. p. 741. Boston Voca- 
tional Bureau. 

Parsons. The Vocation Bureau (of Boston). In Choosing 
a vocation, p. 91-92. 

Taylor. Vocational guidance in New York City. Vocational 
guidance in Boston. In Handbook of vocational educa- 
tion, p. 121-27; p. 127-31. 



36 VOCATIONAL EDUCATION AND 

United States. Bureau of Education. 1915. No. 21. p. 70-71. 

Definition of vocational guidance. 
Vocation Bureau of Boston. Vocational guidance and the 

work of the Vocational Bureau of Boston. 

Outlook. 98:989-97. Aug. 26, '11. Business men in the mak- 
ing. F. M. White. 

Tells of Eli \'V. Weaver and his work of vocational guid- 
ance in Boston. Frank V. Thompson. 

School Review. 23:105-12. Feb. '15. Vocational guidance in 
Boston. Frank V. Thompson. 

2. Vocational guidance abroad. 

A. British Isles. 

1. Birmingham (Juvenile Labor Exchange). 
Nowhere in England will be found a more in- 
telligently executed plan of helping children start 
in life than in the city of Birmingham. Bloom- 
field. 

2. London (Advisory Boards). 

3. Edinburgh. 

B. Germany. (Placement and follow-up work.) 

References 

Bloomfield. Vocational guidance and employment in Bir- 
mingham. In Readings in vocational guidance, p. 679-703. 
U. S. Bureau of education bulletin. 1914. No. 4. The 

school and the start in life. Meyer Bloomfield. 

Bloomfield. Vocational guidance in Germany. In Youth, 
schools and vocation, p. 95-108. 

Bloomfield. Vocational guidance in England and Scotland. 
In Youth, schools and vocation, p. 109-146. 

United States. Bureau of Education. Bulletin. 1913. No. 57. 
Juvenile employment, I. L. Kandel. In Elementary educa- 
tion in England, p. 151-156. 

United States. Bureau of Education. Bulletin. 1914. No. 14. 
P- 3i"33- Lessons Europe has for us. Meyer Bloomfield. 

Journal of Political Economy. 21 : 243-54. Mar. '13. Indus- 
trial training and placing of juveniles in England. H. 
Winefrid Jevons. 



GUIDANCE OF YOUTH 3? 

XI 

Vocational Guidance in the Public School 

The most fruitful field of vocational guidance like that 
of vocational education is the public school. — Commit- 
tee ON Vocational Education of the N. E. A. 

I. The child who does not reach high school. 

A. Necessity of assistance. 

1. Not enough good jobs. 

2. Work of 14-16-year-old child not valuable. 

3. Child not old enough to choose wisely. 

4. Parents not able to help and watch over con- 

ditions. 

B. Placement work and employment supervision. 

The unjustifiable lack of educational supervi- 
sion during the first years of factory work makes 
it quite impossible for the modern educators to 
offer any real assistance to young people during 
that trying transitional period between school and 
industry. The young people themselves who fail 
to conform can do little but rebel against the en- 
tire situation. Jane Addams. Spirit of youth 

IN THE CITY STREETS. 

1. The child's characteristics and aptitudes. 

2. Help during early years of school. 

3. Showing children opportunities for continu- 

ing education after leaving. 

4. Giving children knowledge of principal occu- 

pations of the community. 

5. Establishment of juvenile employment bureau 

under direct control of school and working 
in cooperation with industries. 



38 VOCATIONAL EDUCATION AND 

References 

Bloomfield. The school and the start in hfe. In Youth, 
school and vocation, p. 158-170. 

Eaton, Jeannette and B. M. Stevens. Vocational guidance. 
In Commercial work and training for girls, p. 138-156. 

Greany, Ellen M. Study of the vocational guidance of gram- 
mar school pupils. In Bloomfield. Readings in vocational 
guidance, p. 267-287. 
From Educational Administration and Supervision. Mar. 

'15- 

Miller, W. T. From the viewpoint of its application to boys 
in elementary schools. In Bloomfield. Readings in voca- 
tional guidance, p. 121-24. 

National Education Association. Proceedings. 1912. p. 645-61. 
Practical arts and vocational guidance. C. A. Prosser. 
Same article in Manual Training. 14:209-22. Feb. '13. 

National Education Association. Proceedings, 1912. p. 431-36. 
Vocational guidance. Meyer Bloomfield. 

National Education Association. Proceedings, 1914. p. 704-07- 
Physical condition of the child as a leading factor in de- 
termining his vocational guidance. M. E. Schallenberger. 

United States. Bureau of Education. Bulletin, 1914. No. 14. 

p. 59-64. Guidance by the development of placement and 

follow up work. S. P. Breckenridge. 
United States. Bureau of Education. Bulletin. 1914, No. 14. 

p. 64-66. Development of placement and follow up work. 

Charles Martin. 

American Journal of Sociology. 19:358-69. Nov. '13. Social 
waste and unguided personal ability. E. B. Woods. 
Reprinted. In Bloomfield. Readings in vocational guid- 
ance, p. 19-31. 

Annals American Academy. 35 : sup. 76-83. Mar. '10. Voca- 
tional direction; child workers, industrial unrest, choosing 
a vocation. E. W. Lord. 

Annals American Academy. 35 :sup.86-88. Mar. '10. Voca- 
tional direction. David Snedden. 

School Review. 23:687-96. Dec. '15. School phases of voca- 
tional guidance. F. M. Leavitt. 

Scientific American. 110:312+ April 11, '14. Vocational 
guidance and efficiency. How boys and girls are started 
aright in life. B. C. Gruenberg. 

Scientific American Supplement. 79: 170-1. Mar. 13, '15. Edu- 
cational scrap heap and the blind alley job, L. W. Wooley. 
Same article condensed in Scientific American 102 : p. 247. 
Mar, 13, '16, 



GUIDANCE OF YOUTH 39 

Scientific American Supplement. 79:275. May I, '15. Why 
vocational guidance? B. C. Gruenberg. 

2. Vocational guidance through the continuation school at 
Cincinnati. 

True vocational guidance does not commit a 
person inalienably to a single vocational possi- 
bility. H. D. KiTSON. 

A. Compulsory school attendance. 

B. Selection by child of the studies. 

C. Studies. 

References 

United States. Bureau of Education. Bulletin, 1914. No. 14. 
p. 67-72. Continuation schools of Cincinnati as a means 
of vocational guidance. E. D. Roberts. 

Guidance through prevocational work as illustrated by the Gary system 
might be used instead of this paper and omitted from program XV. 



40 VOCATIONAL EDUCATION AND 

XII 

Vocational Guidance in the Public School — 
(Continued) 

The world's zvork may he done far more efficiently, 
in much less time than is nozv consumed, and with much 
greater personal satisfaction, by the distribution of hu- 
man capacity which will citable each to contribute his 
reasonable maximum of vocational service. The school 
is our deliberately organized means to bring about this 
efficiency in human endeavor. — F. G. Bonser. 

I. Vocational information and guidance. 

A. For children with 2-4 years of high school educa- 

tion. 

B. Interest of child not a reliable guide. 

C. Need of •information. 

D. Purpose of guidance. 

E. The child on the way to higher education. 

References 

Bloomfield. Education and vocational guidance. In Youth, 

school and vocation, p. 27-49. 
Davis. B. W. An inquiry into vocational aims of high school 

pupils. In Bloomfield. Readings in vocational guidance. 

p. 190-97- 

From a tentative report to the superintendent of schools, 
Somerville, Mass. and to the vocation bureau of Boston. 
Goodwin, Frank P. Vocational guidance in Cincinnati. In 

Bloomfield. Readings in vocational guidance, p. 129-140. 

Address before the Ohio State Teachers' Association at 
Columbus, Ohio. Dec. 29, '13. 
King. Vocational guidance an aid to social efficiency. In 

Education for social efficiency, p. 219-232. 
National Education Association. Proceedings. 1912:417-25. 

School system and choice of vocation. G. P. Knox. 
National Education Association. Proceedings. 1915:910-13. 

Placement bureau. L. G. Dake. 

United States. Bureau of Education. Bulletin, 1914. No. 4. 

School and employment, p. 127-133. 
United States. Bureau of Education. Bulletin, 1914. No. 14. 

p. 48-52. Guidance by means of a system of differentiated 

courses. A. P. Fletcher. 

Need of a guidance; kind of guidance given and methods 
followed. 



GUIDANCE OF YOUTH 4I 

Manual Training. 16:265-70. Jan. '15. Suggestions toward 
a tenable theory of vocational guidance. H. D. Kitson. 
Reprinted in Bloomfield. Readings in vocational guidance. 

p. 103-108. Excerpts in U. S. Commissioner of Education. 

Report 1915, V. i, p. 264-65. 

School Review. 23:687-96. Dec. '15. School phases of voca- 
tional guidance. F. M. Leavitt. 

2. Courses in vocational guidance. 

A. Grand Rapids (Michigan). 

The school and public library afford the labora- 
tory for work done in vocational and moral guid- 
ance, whatever plan may be followed. Davis. 

B. DeKalb (Illinois). 

C. Middleton (Connecticut). 

References 

Davis. Vocational and moral guidance. 

"This manual of vocational and moral guidance is prepared 
in response to a demand for more detailed information re- 
garding the work that was originated by the writer in the 
Central High School of Grand Rapids, Michigan." 
National Education Association. Proceedings. 1912, p. 713-8. 

Vocational and moral guidance thru English composition 

in the high school. J. B. Davis. 

Outline of course at Grand Rapids, and testimony of stu- 
dents and teachers concerning it. 
National Education Association. Proceedings. 1912. p. 1267-73. 

Use of the library in vocational guidance. J. B. Davis. 

"In the new era of public education just beginning, we 
shall expect the library to take its proper place, and to assume 
full responsibility in helping the American youth to find a 
life of true happiness and real success." 
School Review. 23:175-80. Mar. '15. Vocational information 

for pupils in a small city high school. W. A. Wheatley. 

Describe the course given at Middleton, Connecticut. 
United States. Bureau of Education. Bulletin. 1914, No. 14. 

p. 52-59. Guidance by systematic courses of instruction 

in vocational opportunities and personal characteristics. 

F. M. Giles. 

Description of vocational guidance in the De Kalb town- 
ship high school. 



42 VOCATIONAL EDUCATION AND 

XIII 

Vocational Guidance 

I. The vocational counselor. 

Where no counsel is, the people fall ; but in the 
multitude of counsellors there is safety. Prov- 
erbs II :i4. 

A. What he does. 

B. Qualifications. 

For this significant work let us have men and 
women of the best possible professional training, 
that their efficiency may be in proportion to their 
responsibilities. F. G. Bonser. 

1. Information. 

2. Personal qualifications. 

C. His advisors. 

References 

Bonser, F. G. Necessity for professional training for voca- 
tional counseling. In Bloomfield. Readings in vocational 
guidance, p. 109-16. 
Address delivered before the Third national conference on 

vocational guidance. Also reprinted in U. S. Bureau of Edu- 
cation. Bulletin. 1914. p. 37-42. 

Davis. Vocational counseling. In Vocational and moral 
guidance, p. 137-49. 

Parsons, Frank. Counselors and applicants. In Choosing 
a vocation, p. 14-25. 

Parsons, Frank. Principles and methods involved. In 
Choosing a vocation, p. 5-13. 

Puffer. Equipment of a counselor. In Vocational guidance. 
P- 57-65. 

Annals American Academy. 35 : sup.83-85. Mar. '10. Voca- 
tional direction, or the boy and his job; vocational coun- 
selor. 

School and Society. 4:433-9. Sept. 16, '16. Training for vo- 
cation. E. A. Bess. 
"The beautiful conclusion of the whole matter as based on 

the conception of the science of training men, rather than on 

isolated interviews, is that the counselor could remain on the 

job, and keep up a program of vocational training after the 

individual has selected his vocation." 



GUIDANCE OF YOUTH 43 

Survey. 30:183-88. May, '13. Vocational counselor in action. 
M. Bloomfield and L. F. Wenthworth. 

2, Value of vocational guidance to the school. 

A. Basis for practical test of teaching. 

B. Basis for criticism by community. 

References 

United States. Bureau of Education. Bulletin. 1914, No. 14. 

Guidance by the development of placement and follow up 

work : from the point of view of learning, p. 63-64. 
United States. Bureau of Education. Bulletin. 1914, No. 14. 

p. 16-26. The larger educational bearings of vocational 

guidance. G. H. Mead. 

Address delivered at the Third National Conference on 
Vocational Guidance. Reprinted in Bloomfield. Readings in 
vocational guidance, p. 43-55. 



44 VOCATIONAL EDUCATION AND 

XIV 

Surveys for Vocational Education and Guidance. 

1. What the survey is. 

A. Kinds of survey. 

1. School surveys. 

2. Surveys of groups of young workers. 

3. Surveys of particular industries. 

4. Vocational education surveys of cities. 

B. The facts wanted in surveys. 

Material on this subject may be found in the 
references at the end of this program. 

References 

Shaw. Industrial information. In Tlie building trades, p. 79. 
Smith. Two aspects of the survey. In Establishing indus- 
trial schools, p. 43. 

Manual Training and Vocational Education. 17:372-76. Jan. 
'16. Bibliography of surveys bearing on vocational edu- 
cation. 
The four types of surveys are briefly described on p. 372- 

74. The bibliography which includes articles printed up to 

Oct. 1915 is excellent. 

2. How surveys are made. 

A. Cooperation of many agencies with the expert. 
I. Part various agencies can take. 

B. Value of publicity. 

C. Use of information already gathered. 

References 

Cincinnati. Chamber of Commerce. The vocational survey ; 
scope and method. In Industrial survey, vocational sec- 
tion of the printing trade, p. 13-14. 

Hedges. Method of the inquiry; statistical procedure; need 
of data. In Wage worth of school training, p. 25-41. 

Smith. Making the survey. The educational survey. In Es- 
tablishing industrial schools, p. 65-78. 



GUIDANCE OF YOUTH 45 

Smith. The survey material. Various agencies co-operating 
to make the survey a success and the part of each. In 
EstabHshing industrial schools, p. 46-48. (Survey of city). 
Brief outline of the industrial survey conducted by Mr. 
Prosser and his assistants in Minneapolis. 

United States. Commission of Education. Report 1915. i : 
433-92. School surveys. E. F. Bucher. 
Brief accounts of survej'^s and a summary giving the cost 

of surveys, by whom carried on and size of published reports. 

National Society for the Promotion of Industrial Education. 
Bulletin. 22, p. 85-95. Organization and methods of the 
survey. C. A. Prosser. In Proceedings. 1916. 
University of Iowa. Extension bulletin No. 9. Scope of 
the investigation. In Work, wages and schooling of 800 
Iowa boys. 
United States. Bureau of Education. Bulletin. 1914. No. 14. 
p. 44-45. The present trend of vocational guidance in the 
United States ; the industrial survey. H. T. Wooley. 
United States. Bureau of Education. Bulletin. 1914. No. 14. 
P- 73-79- How shall we study the industries for purposes 
of vocational education? C. R. Richards. 
From National society for promotion of industrial educa- 
tion. Bulletin 17. Proceedings 1913. 

United States. Bureau of Education. Bulletin. 1914. No. 14. 
p. 79-81. How shall we study the industries for the pur- 
pose of vocational guidance. F. M. Leavitt. 
Reprinted from National society for the promotion of in- 
dustrial education. Bulletin No. 17. Proceedings 1913. 



46 VOCATIONAL EDUCATION AND 

XV 

Introduction of Vocational Education in the Grades. 
I. The time to begin vocational education. 

A. Possibility of vocational education in the elemen- 

tary grades. 

1. Age distribution of children in the elementary 

grades. 

2. Holding the child's interest. 

Whatever we have an interest in, we enjoy do- 
ing, and that is the reason why well-adapted work, 
in the long run, is the most certain, if not the 
greatest of human delights. George Van Ness 
Dearborn. 

B. The question of vocational education in the gram- 

mar school. 

I. Purpose of beginning in the 6th-8th grade. 

Education must be planned so seriously and 
definitely for those two years between fourteen 
and sixteen that it will be actual trade training so 
far as it goes, with attention given to the condi- 
tion under which money will be actually paid for 
industrial skill ; but at the same time, that the im- 
plications, the connections, the relations to the in- 
dustrial world will be made clear. Jane Addams. 
a Arousing interest in school work. 
b Helping the child who may have to work 
early. 

C. Prevocational education. 

Most of that which has been written about "joy 
in work" has referred to some kind of laborious 
manual work. It should be remembered that, for 
many individuals, intellectual work is laborious 
and that it is quite necessary to find some way of 
making it joyous. The new educational program 
provides for the bringing together in actual real- 
ization the necessity for hard work and the joy in 
its accomplishment. Leavitt and Brown. 



GUIDANCE OF YOUTH 47 

References 

Ayres. Some conditions affecting problems of industrial edu- 
cation in seventy-eight American school systems ; thirteen- 
year old boys in every grade from kindergarten through 
high school. In Bloomfield. Readings in vocational guid- 
ance, p. 151-53- 

Davenport. Agriculture in the elementary school. In Edu- 
cation for efBciency. p. 136-43. 

King. Beginnings in the elementary grades. In Education 
for social efficiency, p. 205-209. 

Lapp and Mote. Prevocational training. In Learning to 
earn. p. 182-96. 

Leavitt and Brown. Personal characteristics of prevocational 
boys. In Prevocational education in the public school, 
p. 58-69. 

Leavitt and Brown. Nature and purpose of prevocational 
education. In Prevocational education in the public schools, 
p. 1-12. 

National Education Association. Proceedings. 1910. p. 782-3. 
Intermediate industrial schools. David Snedden. 

National Education Association. Proceedings. 1912. p. 907-12. 
Relation of the elementary school to subsequent education. 
W. T. Bowden. 

National Education Association. Proceedings. 1912. p. 942-51. 
Is the introduction of technical subjects advisable? W. H. 
Henderson. 

Shaw. Training before the boy leaves school, p. 67-69. Junior 
high school, p. 70-71. In The building trades. 
"Few of the boys who will engage in the building trades 
go beyond the eighth grade and less than 60 per cent complete 
the elementary course. . . . Putting the best possible light 
on the situation, it seems to be clear that whatever is done 
in the way of training boys for the building trades must be 
started in the seventh grade." 

Smith. The prevocational school. In Establishing industrial 
schools, p. 97-98. 

Snedden. Problems of intermediate or introductory voca- 
tional education. In Problems of vocational education. 
p. 47-50. 

Consumers' League of Connecticut. Vocational training for 
boys in the upper grammar grades. F. M. Leavitt. (pam. 
No. 2.) 

National Society for the Promotion of Vocational Education. 
Bulletin No. 20. p. 87-89. As to prevocational training (in 
Richmond, Va.). R. W. Selvidge. 



48 VOCATIONAL EDUCATION AND 

United States. Bureau of Education. Bulletin. 1913. No. 41. 

p. 76. Should commercial work be given in the seventh 

and eighth grades of the grammar school? 
United States. Bureau of Education. Bulletin. 1916. No. 21. 

p. 69-70. Prevocational education. 
United States. Bureau of Education. Bulletin. 1916. No. 25. 

p. 46-47. Elementary school commercial education. F. G. 

Nichols. 
United States. Bureau of Labor. (Miscellaneous series No. 

7.) Plan for prevocational industrial school; object and 

purposes ; entrance requirements ; relation to high school. 

In Richmond survey, p. 284-85. 

Annals of the American Academy. 57:64-76. Sept. '16. Edu- 
cation for life work in non-professional occupations. F. G. 
Bonser. 

Some controlling factors. 65-67. Implications for voca- 
tional education. 67-68. Junior high school and vocational 
education, p. 71-72. 

2. How two schools have met the problem. 

A. Ettinger plan. 

B. The Gary plan. 

References 

Dewey, John and Evelyn. Education through industry (at 
Gary) In School of tomorrow, p. 252-68. 

Leavitt. Gary, Indiana. In Examples of industrial educa- 
tion, p. 91-94. 

National Society for the promotion of industrial education. 
News letter No. 9. The Ettinger plan. p. 24-25. The 
Gary plan. p. 23-24. 

New York City. Department of Education. Report on the 
organization and extension of prevocational training in 
elementary schools. W. L. Ettinger. 
This report is printed by the boys of one vocational school. 

Hampton's Magazine. 27:55-66. July '11. Keeping the chil- 
dren in school : the successful Gary, Indiana, experiment 
of giving school children the kind of training they want. 
R. C. Dorr. 

Independent. 84. p. 452. Dec. '15. The Gary school plan, both 
sides, a debate. E. M. Phelps. 
At the end of the outlines is a list of the best references 

on the Gary system up to December 1915. 

Journal of Education. 82 : 123. Aug. 19, '16. The Ettinger plan. 
W. E. Grady. 



GUIDANCE OF YOUTH 49 

Literary Digest. 48 : 613. Mar. 21, '14. Efficient industrial edu- 
cation (at Gary, Ind.) 
Condensed from article reprinted in American Industries. 

14:27-29. Feb. '14, from the Hardware Age. 

McClure. 41 : 61-9. Sept. '13. Children of the steel kings at 
Gary. B. J. Hendrick. 

Nation. 102:698-99. June 29, '16. Gary system: a summary 
and a criticism. H. W. Fuller. 

New Republic. 3: 191-2. June 26, '15. Issue in vocational edu- 
cation. 



so VOCATIONAL EDUCATION AND 

XVI 

Vocational Educational and the High-School. 

I. Vocational education in the high school. 

A. Separate courses in the same building. 

I would have it so that in a company of Amer- 
ican citizens one cannot tell by the dress, the man- 
ners, or the speech what is the occupation of the 
individual. To this end let there be few schools 
with many courses, not many schools with few 
courses. Davenport. Education for Effi- 
ciency. 

B. Special high schools of trades and vocations. 

The vocational school has not fulfilled its com- 
plete function until it helps the boys and girls as 
completely as may be to adjust their lives to their 
environment. F. W. Roman. 

References 

Davenport. Industrial education with special reference to 
the high school. In Education for efficiency, p. 45-59- 
Dean Davenport's arguments for separate courses in the 

existing high schools and against special agricultural schools 

is given also in Leake. Means and methods of Agricultural 

education, p. 122-23. 

Leake. Secondary education in agriculture. In Means and 
methods of agricultural education, p. 121-27. 

National Education Association. Proceedings. 1910. p. 1103-07. 
Place of the Agricultural high school in the system of 
public education. 

National Education Association. Proceedings. 1913. p. 707-10. 
What the schools can do to meet the demand of both indus- 
try and general science. E. O. Holland. 

National Education Association. Proceedings. 1913. p. 721-5- 
Trade schools in the public school system. F. L. Glynn. 

National Education Association. Proceedings. 1914. p. 577-82. 
Should manual training and technical high schools abandon 
their general and college preparatory aims and become sec- 
ondary schools of applied science? A. L. Williston. 



GUIDANCE OF YOUTH 51 

National Education Association. Proceedings. 1914. p. 764-71- 
Applied science — its relationship to shop work and the 
rest of the curriculum in an up-to-date technical high 
school. A. H. Morrison. 

To give some idea of how subjects may be taught for vo- 
cational purposes. 

Snedden. Problems of agricultural education. In Problem 
of Vocational education, p. 54-56. 

National Society for the promotion of vocational education. 
Bulletin 22. p. 366-373. How the high school can best serve 
industrial education. A. S. Hurrell. 

Manual Training. 16:595-8. June, '15. Necessity for high 
school commercial courses. J. W. Curtis. 

Manual Training Magazine. 14:105-14. Dec. '12. The future 
of manual training high schools in vocational education. 
C. B. Howe. 

School Review. 19 : 85-95. Relation of the movement for vo- 
cational and industrial training to the secondary school. 

2. Public vocational schools under separate control. 

A. Reasons for desiring separate control. 

B. Reasons for having single control. 

To segregate any class of people from the com- 
mon mass, and to educate it by itself and solely 
with reference to its own affairs is to make it nar- 
rower and more bigoted, generation by generation. 
Davenport. 

1. Dependence upon cultural work of lower 

grades. 

2. Dependence upon the mechanical training of 

the lower grades. 

C. When separate control has been found desirable. 

References 

Davenport. Unity in education. In Education for efficiency. 
p. 100-20. 

National Education Association. Proceedings. 1915. p. 1173- 
77. Vocational education — its dependence upon elementary 
cultural training. F. W. Roman. 

Snedden. Problems of administration. In Problem of voca- 
tional education, p. 57-59- 



S^ VOCATIONAL EDUCATION AND 

New Republic. 2:283-4. Ap. 17, '15. Splitting up the school 

system. John Dewey. 
New RepubUc. 3:40-2. My. 15, '15. Vocational education. 

David Snedden. 
Survey. 29:870-71. Mar. 22, '13. Industrial education and 

democracy. 
Survey. 30:405-7. Je. 21, '13. How industrial education is 

controlled in Germany. E. G. Payne. 
Survey. 30:407. June 21, '13. Revolution in school control. 

E. H. Fish. 
Survey. 30:722-3. Sept. 13, '13. Vocational schools. Paul 

Kreuzpointner. 



GUIDANCE OF YOUTH S2 

XVII 

Local Program. 

What our state does for vocational education. 

A. Brief review of legislation. 

B. Forms of helps obtained through state officers. 

C. Comparison with neighboring states. 

D. Comparison with states of same wealth. 

E. Comparison with state with same general interest. 

References 
Dean. New York State plan. In The worker and the state. 
P- 325-6. 
Reprinted in King, Education for social efficiency, p. 210. 

National Education Association. Proceedings. 1915. p. 292-6. 
State program for industrial and social efficiency. A. D. 
Dean. 

United States. Commissioner of Education. Report. 1914. 
V. I, p. 255-57. Massachusetts. 

United States. Commissioner of Education. Report 1914. 
V. I, p. 265-66. Indiana. 

United States. Commissioner of Education. Report 1914. 

V. I, p. 267. California. 

United States. Commissioner of Education. Regort. 1915. 

V. I, p. 227-29. Massachusetts. " 

United States. Commissioner of Education. Report. 1915- 
V. I, p. 231-33. Pennsylvania. 

United States. Commissioner of Education. Report. 1915- 
V. I, p. 233-35. Wisconsin. 

United States. Commissioner of Education. Report. 191 5. 
V. I, p. 235-37. New Jersey. 

United States. Commissioner of Education. Report. 1915. 
V. I, p. 237-38. Indiana. 

United States. Commissioner of Education. Report. 1915. 
V. I, p. 238-39. California. 

United States. Commissioner of Education. Report. 1915. 
V. I, p. 242-44. Maine. 

United States. Commissioner of Education. Re£ort. 191 5. 
V. I, p. 240-41. Connecticut. 



54 VOCAtlONAL EDUCATIOIsr AND 

United States. Commissioner of Education. Report. IQIS- 

V. I, p. 244-45. Washington. 
United States. Commissioner of Education. Report 1914. 

V. I, p. 260-64. Pennsylvania. 

New Mexico. Director of industrial education. Annual re- 
port to the superintendent of public instruction. 1915. 

Elementary School Journal. 15:476-90. May, '15. Wisconsin 
continuation schools. H. E. Miles. 

Manual Training and Vocational Education. 17:37-78. Penn- 
sylvania continuation schools. W. E. Hackett. 

2. What is being done for vocational edtication in hiy 
locality. 

A. The peculiar conditions of the community/ 

1. Southern states with problems of the negro 

but not of the immigrant. 

2. Communities with large unassimilated foreign 

population. 

3. Manufacturing centers. 

4. Rural communities. 

B. Facts from the assessor's book or school records. 

1. Number of children under sixteen in school. 

2. Number of days a year that the children under 

sixteen who are "in school" average in 
school. 

3. Number of children under sixteen and of 

school age who are not in school. 

4. Are the children from six to the minimum re- 

quired school age in school, or being taught 
at home? (Sometimes the late entrance of 
untaught children at school is the cause of 
grade retardation and resulting "elimina- 
tion.") 

5. What the children who are not in school do. 
a The "future" in their employments. 

b Do they work in clean places ? 
c Is the work such that shortens the lives of 
the employees? 

The heads under which the locality comes will determine section C of 
the local program. All communities have need for some household arts. 



GUIDANCE OF YOUTH 55 

C. As intelligent and enlightened members of the 
community, what practical things can we do to 
further vocational education and guidance? 
What, then, are we going to do about it ? How 
deeply are we concerned that this labor shall not 
result to the detriment of the child, and what ex- 
cuse are we making to ourselves for thus prema- 
turely using up the strength which really belongs 
to the next generation? Of course, it is always 
difficult to see the wrong in a familiar thing ; it is 
almost a test of moral insight to be able to see 
that an affair of familiar intercourse and daily 
living may also be wrong. Jane Addams. 
Newer Ideals of Peace. 

References 

Addams. Protection of children for industrial efficienc3^ In 
Newer ideals of peace, p. 151-79. 

Ayres, L. P. Some conditions affecting problems of indus- 
trial education in seventy-eight American school systems. 
In Bloomfield. Readings in vocational guidance, p. 150-171. 
From Russell Sage Foundation publications. 
"The study included all of the cities between 25,000 and 

200,000 population which were not so suburban in character 

as to be in reality subsidiaries of larger cities and in which 

the larger cities were able to cooperate." 

National Education Association. Proceedings. 1910. p. 277-80. 
Industrial work in the one room school ; its kind and scope. 
C. E. Byrd. 

National Education Association. Proceedings. 1915. p. 742-47- 
High school efficiency and what it means to the commun- 
ity. William H. Snyder. 

United States. Commissioner of Education. 191 1. v. i, p. 286- 
291. Education of the colored race. 

In telhng of various activities many points for local con- 
sideration are given and sources for further information. 

United States. Commissioner of Education. 1912. v. i, p. 243- 
256. Recent movements in negro education. T. J. Jones. 

Indiana. Department of Pubhc Instruction. Education Pub- 
lications. Bulletin No. 20. (Vocational series No. 13.) 
Domestic science: State course of study for the public 
schools of Indiana. Introduction, p. 7-16. 

Indiana. Department of Public Instruction. Educational 
publications. Bulletin No. 19. (Vocational series No. 12) 
Industrial arts : State course of study for the public 
schools of Indiana. 1915. p. 5-18. 



S6 VOCATIONAL EDUCATION 

Indiana. First annual report on vocational education in Indi- 
ana, p. 77-230. 

Shows what has been accomplished in one year. 
Lincoln. (Nebr.) Department of Public Instruction. Do- 
mestic science: the Crete plan. igii. 

Method of teaching cooking which has been found prac- 
tical in towns and villages up to 3,000 population. 
National Society for the Promotion of Vocational Education. 
Bulletin No. 20. p. 153-59. How shall industrial education 
be organized to meet varying community needs? A. L. 
Williston. 

Also reprinted as a "separate." 
United States. Bureau of Education. Bulletin. 1913. No. 25. 
Industrial education of Columbus, Georgia. 
Suggestive for Southern cities with like problems. 
United States. Bureau of Education. Bulletin. 1916. No. 21. 
P- 73-76. Some ways in which vocational education may 
be introduced. 

Independent. 74:1229. June 5, '13. Henrico plan: industrial 

education in the colored schools. 
Survey. 28:787-8. Sept. 28, '12. Results of industrial train- 
ing of the negro. 

Excerpts from a report of F. P. Chisholm. 
World's Work. 28:452-60. Aug. '14. Wholehearted half time 

school and the Rev. J. A. Baldwin of Charlotte, N. C, 

who directs it. W. A. Dyer. 

A private school whose work might be emulated by the 
public school. 
World's Work. 28:285-92. July, '14. Training new leaders 

for the industrial South. W. A. Dyer. 

Shows the way to work that the public schools might do. 



BIBLIOGRAPHY 

Short List for Purchase. 

Bloom FIELD, Meyer, ed. Readings in vocational guid- 
ance. Ginn & Co., Boston, 1915. $2.25. 

"A practical encyclopedia of the subject." — A. L. A. Book- 
list. 

Some of this material is used for references in vocational 
education, as well as being a source for vocational guidance. 

Bloomfield, Meyer. Youth, school and vocation. 
Houghton, Mifflin Co., Boston. 191 5. *$i.25. 

Mr. Bloomfield is director of the Vocation Bureau of Bos- 
ton. 

Davenport, Eugene. Education for efficiency. Heath, 
Boston, 1909. *$i. 

Davis, Jesse Butterick. Vocational and moral guid- 
ance. Ginn & Co., Boston, 1915. $1.25. 

"His suggestions are as practical as they are friendly, and 
should be read by every parent as well as teacher of boys and 
girls." — Boston Transcript. 

Dean, Arthur Davis. Worker and the state : a study of 
education for industrial workers ; with an introd. by 
Andrew S. Draper. Century, N. Y., 1910. *$i.20. 

DooLEY, William H. Education of the ne'er-do-well. 
(Riverside Educational monographs.) Houghton, 
Mifflin Co., Boston, 1916. 60c. 

Eaton, Jeannette, and Stevens, Bertha M. Commer- 
cial work and training for girls. Macmillan, 191 5. 
*$i.5o. 

"This book has been compiled from carefully collected 
facts. Business-like as it is, it is full of pure human nature, 
and must go far to accomplish its aim." — Outlook. 

Lapp, John A., and Carl H. Mote. Learning to earn; 
a plea and a plan for vocational education ; with an in- 
troduction by W. C. Redfield. Bobbs-Merrill, In- 
dianapoHs, 191 5. *$i.5o. 

O'Leary, Iris Prouty. Department store occupations. 
(Cleveland education survey.) Survey Committee of 
the Cleveland Foundation. 1916. 25c. 



58 VOCATIONAL EDUCATION AND 

Parsons, Frank. Choosing a vocation. Houghton, Mif- 
flin Co., Boston, 1909. $1. 

Mr. Parsons was the first director of the Vocation Bureau 
of Boston at the time of his death in 1909. 

RoBisoN, Emily, comp. Handbook on Vocational edu- 
cation. H. W. Wilson Co. In preparation. 

This is a collection of about 50 articles representing vari- 
ous phases of the subject. Some of them are reprints of ar- 
ticles used as references for the study outline. 

Roman, Frederick William. Industrial and commer- 
cial schools of the United States and Germany ; a com- 
parative study. Putnam, N. Y., 1915. *$i.50. 

Shaw, Frank L. The building trades. (Cleveland edu- 
cation survey.) Survey committee of the Cleveland 
Foundation. 1916. 25c. 

Smith, Henry Bradley. Establishing industrial schools. 
(Riverside educational monographs.) Houghton Mif- 
flin Co., Boston, 1916. *6oc. 

Mr. Smith is director of Industrial Education in the New 
York State College for teachers, Albany, N. Y. 

Snedden, David Samuel. Problem of vocational educa- 
tion. (Riverside educational monographs.) Hough- 
ton Mifflin Co.. Boston, 1910. 35c. 

This is reprinted with Weeks. People's School and Cub- 
berly's Country school with the title Vocational education : 
its theory, administration and practice. 

Stevens, Bertha M. Boys and girls in commercial work. 
(Cleveland educational survey.) Survey committee 
of the Cleveland Foundation. Cleveland, 1916. 25c. 

Taylor, Joseph Schimmel. Handbook of vocational 
education. Macmillan, 1914. $1. 

United States. Commissioner of Labor. Report 1910. 
Industrial education. Gratis from the Bureau of La- 
bor or through the Superintendent of Documents. 

Pamphlets. 

Brooklyn, N. Y., Public Library. Choosing a voca- 
tion ; a list of books and references on vocational 
choice, guidance and training, in the Brooklyn public 
library. 1913. 

Contains descriptive notes about many of the books. 



GUIDANCE OF YOUTH 59 

Chamber of Commerce of the United States. Report 
by Committee on Education on vocational education. 
Riggs Building, Washington, D. C. 

Columbus, Ohio. Public School Library. Choosing 
a vocation : some books and references in the Colum- 
bus Public School Library that will help boys and 
girls in the choice of a vocation and books for the 
teacher, paper. Public school library. 19 15. 

Commission on National Aid to Vocational Educa- 
tion, V. L Report of the Commission. 1914, 63d Con- 
gress, 2d session, House Document. No. 1004. 

Secured free through local Congressmen or purchased 
from U. S. Supt. of Documents, Washington. 

Consumers' League of Connecticut. A glance at some 
European and American (vocational) schools. Con- 
sumers' League, 36 Pearl St., Boston. 1911. 50c. 

Consumers' League of Connecticut. Vocational train- 
ing for boys in the upper grammar grades. F. M. 
Leavitt. (Pamphlet No. 2.) Consumers' League of 
Connecticut, 36 Pearl Street, Hartford, Connecticut. 
1910. Gratis. 

HiATT, James Smith. Introduction to vocational guid- 
ance. (Study No. 38.) Public , Education Associa- 
tion, 1015 Witherspoon Building, Philadelphia, 191 5. 
Free. 

Indiana, Department of Public Instruction. Edu- 
cational publications. Bulletin No. 19. (Vocational 
Series No. 12.) Industrial arts: State course of study 
for the public schools of Indiana. Bulletin No. 20. 
(Vocational series No. 13.) Domestic science. State 
course of study for the public schools of Indiana. 

First annual report on vocational education. 1914. 

lowA. State University. University extension Bulle- 
tin No. 9. Work wages and schooling of eight hun- 
dred Iowa boys. Ervin E. Lewis. 

Kansas City, Mo., Public Library. Reading list on vo- 
cational education. (Special Library Hst No. 10.) 

An excellent bibliography which will be sent to those who 
apply for it. 



60 VOCATIONAL EDUCATION AND 

Kerschensteiner, Georg Michael Anton. Three lec- 
tures on vocational training. Commercial Club, Chi- 
cago. 191 1. 
Lane Technical Evening School Year Book. Lane 

Technical High School, Chicago, 19 17. 
Lincoln (Nebr.) Department of Public Instruction. 

Domestic Science: its Crete plan. 191 1. 
Milwaukee Public Schools. School of trades for boys. 
Catalogue 1917. Mr. James L. Cox, Principal, 331-49 
Virginia St., Milwaukee, Wis. 
Montgomery, Louise. American girl in the stock yard 
district. University of Chicago Press, 1913. 25c. 

Extracts of this are reprinted in Bloomfield. Readings in 

vocational guidance, p. 454-484. 

National Society for the Promotion of Vocational 

Education. Bulletin No. 20, annual meeting 1914. 

Bulletin No. 21. Minneapolis Survey. Bulletin No. 

22. Annual Meeting, 1916. 

These bulletins may be secured from the headquarters in 
New York at 75c or at the rate of 50c for five or more. Many 
articles are reprinted by the society and charges from 5c to 15c 
are made for these. 
Rochester. Chamber of Commerce. Survey of needs 
in commercial education. (1915.) Single copies free. 
Additional copies loc. 
Talbert, Ernest L. Opportunities in school and indus- 
try for children of the stock yards district. Chicago 
University Press. 25c. 

Reprinted in Bloomfield. Readings in vocational guidance. 

p. 39-453- 

United States. Bureau of Education. Bulletin 1913. 

No. 22. Bibliography of industrial, vocational and 

trade education. 

United States. Bureau of Education. Bulletin 1913. 

No. 25. Industrial education of Columbus, Georgia. 

Free from the Bureau or Supt. of Public Documents. 

United States. Bureau of Education. Bulletin 1914. 
No. 4. School and the start in life; a study of the rela- 
tions between school and employment in England, 
Scotland and Germany. U. S. Bureau of Education 
or Supt. of Documents. 15c. 

The first part of this bulletin in quite technical. Chapter 
XI is on School and employment. 



GUIDANCE OF YOUTH 6l 

United States. Bureau of Education. Bulletin 19 14. 
No. 14. Vocational guidance. 

United States. Bureau of Education. Bulletin 19 14. 
No. 36, 37. Education for the home. B. R. Andrews. 
Pts. I and 2. U. S. Bureau of Education, free, or 
Supt. of Documents, loc. each. 

United States. Bureau of Education. Bulletin 191 5. 
No. I. Cooking in the vocational school. I. P. 
O'Leary. U. S. Bureau of Education, free, Supt. of 
Documents, 5c. 

United States. Bureau of Education. Bulletin 191 5. 
No. 37. Some foreign educational surveys. James 
Mahoney. 

United States. Bureau of Education. Bulletin 1916. 
No. 21. Distributed free from the Bureau of educa- 
tion or from the Supt. of Public Documents. 15c. 

United States. Bureau of Education. Bulletin 1916. 
No. 25. Commercial education. Report on the Com- 
mercial education subsection of Pan American scien- 
tific congress. December, 1915; January, 1916. G. L. 
Swiggett. 

United States. Bureau of Labor. Bulletin whole No. 
162. (Miscellaneous series No. 7.) Vocational edu- 
cation survey of Richmond, Va. 1916. 

Vocation Bureau, Boston. Vocational guidance and 
the work of the vocation bureau of Boston. Vocation 
Bureau, 6 Beacon St., Boston. 1915. loc. 

Welles, Mary Crowell. Glance at some European and 
American vocational schools. Consumers' League of 
Connecticut, Hartford, 1913. 50c. 

Women's Educational and Industrial Union, Bos- 
ton. Millinery as a trade for women. Lorinda Perry 
Longmans. 1916. *$i.5o. 

WooLMAN, Mary (Schenck). The making of a trade 
school. Whitcomb and Barrows, Boston, 1910. pa 50c. 
Manhattan Trade school for girls. 



62 vocational education and 

Magazines 

American Journal of Sociology. Vol. 19. Nov. '13. 
Annals American Academy, Vol. 35. Supplement. Mar. 

'10; vol. 67. Supplement. Sept. '16. 
Craftsman. Vol. 19. Mar. '11. 
Dial. Vol. 59. Oct. 28, '15. 

Educational Review. Vol. 30. Sept. '05 ; vol. 45. May '16. 
Elementary School Journal. Vol. 15. May '15. 
Elementary School Teacher. Vol. 10. Jan. '10. 
Hampton's Magazine. Vol. 27. July 'ii. 
Harper. Vol. 128. Mar. '14. 
Independent. Vol. 73. Dec. 19, '12; vol. 79. Aug. 3, '14; 

vol. 84. Dec. '15. 
Iron Age. Vol. 95. June 17, 191 5. 
Journal of Education. Vol. 82. Aug. 19, '16. 
Journal of Political Economy. Vol. 21. Mar. '13. 
Literary Digest. Vol. 48. Mar. 21, '14. 
McClure's. Vol. 41. May, 1913; Sept. '13. 
Manual Training and Vocational Education Magazine. 

Vol. 16. Feb. '15 ; vol. 17. Dec. '15. 
Nation. Vol. 94. Feb. 29, '12; vol. 102. June, '16. 
Nation's Business. Vol. 3. Nov. '15. 
New Republic. Vol. 2. Ap. 17, '15; Vol. 3. May 15, '15; 

June 26, '15. 
Outlook. Vol. 96. Dec. 24, '10; vol. 98. Aug. 26, '11 ; vol. 

loi. July 6, '12. 
Popular Science Monthly. Vol. jy. Aug. '10. 
Review of Reviews. Vol. 50. Aug. '14. 
School and Society. Vol. 3. Feb. 26, '16. 
School Review. Vol. 19. Feb. '11 ; Sept. 'it ; vol. 23. Feb., 

Mar., Dec. '15. 
Scientific American. Vol. 112. Mar. 15, '15; vol. no. 

April II, '14. 
Scientific American Supplement. Vol. 79. Mar. 13, '15; 

May I, '15. 
Scribner's Magazine. Vol. 51. Feb. '12. 



GUIDANCE OF YOUTH 63 

Survey. Vol. 29. Mar. 22, '13; vol. 30. May 3, June 21, 
Sept. 13, '13; vol. 32. July 18, '14; vol. 35. Mar. 11, 
'16. 

World's Work. Vol. 21. April '11 ; vol. 25. April '13. 

Additional Books.^ 
Abbott, Edith. Women in Industry. Appleton. 1910. $2. 
Adams, Thomas Sewall, and H. L. Sumner. Labor 

problems. Macmillan. 1905. $1.60. 
Addams, Jane. Newer ideals of peace. Macmillan. 1907. 

$1.25. 
Addams, Jane. Spirit of youth in city streets. Macmillan. 

1909. $1.25. 
Ayres, Leonard Porter. Laggards in our schools. 
Charities Publication Committee, New York. 1909. 

Largely reprinted in Bloomfield. Readings in vocational 
guidance. 

Bloomfield, Meyer. Vocational guidance of youth ; with 
an introd. by Paul H. Hanns. (Riverside educational 
monographs.) Houghton Mifflin Co. Boston. 1911. 
60c. 

Carlton, Frank Tracy. History and problems of or- 
ganized labor. Heath, 1911. $2. 

Dewey, John. The school and society: being three lec- 
tures supplemented by a statement of the LTniversity 
Elementary School. University of Chicago Press. 
Chicago. 1907. $1. 

Dewey, John and Evelyn. Schools of tomorrow. E. P. 
Dutton & Co., N. Y. 1915. $1.50. 

Eggleston, J. D., and Bruere, R. W. The work of the 
rural school. Harper & Co., N. Y. 1913. $1. 

Emerson, Maf.el L Evolution of the educational ideal. 
(Riverside text books in Education.) Houghton. $1. 

Farrington, Frederic Ernest. Macmillan Co., N. Y. 
1914. $1.10. 

General Education Board. Account of its activities. 
1902-1914. General Education Board, N. Y. 1915- 

1 Some of these books do not bear entirely upon vocational education. 
They are such books as find a place in good libraries. The books on 
vocational education in this list have not been used extensively in the 
outline. If the library owns them, they will be found useful. 



64 VOCATIONAL EDUCATION AND 

Gillette, John Morris. Vocational education. Ameri- 
can Book Co., N. Y., 1910. $1. 

Hedges, Anna Charlotte. Wage worth of school 
training ; analytical study of six hundred women 
workers in textile factories. (Columbia University 
Teachers College. Contributions to education.) 
Teachers College, Columbia University, N. Y. 191 5. 
$2. 

Henry, Alice. The trade union woman. Appleton. 1915. 
*$i.5o. 

Herrick, Cheesman a. Meaning and practice of com- 
mercial education. Macmillan, N. Y. 1904. $1.25. 

"Largely a plea for the establishment in this country of 
special secondary schools of commercial education." 

Hunt, Caroline L. The life of Ellen H. Richards. 
Whitcomb and Barrows. Boston. 1912. $1.50. 

Kelley, Florence. Modern industry related to the fam- 
ily, health, education, morality. Longmans, N. Y. 1914. 
*$i. 

Kerschensteiner, Georg Michael Anton. The idea of 
the industrial school. Translated from the German by 
Rudolf Purtner. Macmillan, 1913. 50c. 

King, Irving. Education for social efficiency, a study in 
the social relations of education. Enlarged ed. Apple- 
ton & Co., N. Y. 1915. *$i.50. 

Professor King is at the University of Iowa. 

King, Irving. Social aspects of education ; a book of 
sources and original discussions, with annotated bib- 
liographies. Macmillan Co.. N. Y. 1912. $1.60. 

Leake, x\lbert H. Industrial education ; its problems, 
methods and dangers. (Hart, Schafifner & Marx prize 
essays. '15.) Houghton Mifflin Co., Boston. 1913. 

*$1.25. 

Leavitt, Frank Mitchell. Examples of industrial edu- 
cation. Ginn & Co., Boston. 1912. *$i.25. 
Leavitt, F. M., and Brown, Edith. Prevocational edu- 
cation in the public schools. Houghton Mifflin Co., 
Boston, 1915. *$i.io. 

"A book based largely on the results obtained in an ex- 
perimental industrial class conducted by the University of 
Chicago and in prevocational classes of the Albert G. Lane 
technical high school of Chicago." — Bk. Review Digest. 

"Here is much of significance to parents as well as to 
teachers" — Elementary School Journal. 



GUIDANCE OF YOUTH 65 

Mangold, G. B. Problems of child welfare. (Social sci- 
ence text book series.) Macmillan, 1914. $2. 

Monroe, Paul. Cyclopedia of education. 5 vols. Mac- 
millan. 1911-1914. $25. 

MuNROE, James Phinney. New demands .in education. 
Doubleday, Page & Co., Garden City, N. Y. 19 12. 
$1.50. 

National Education Association. Journal of Pro- 
ceedings and Addresses. Secretary of the National 
Education Association, Ann Arbor, Mich. 

The volumes 1910-1916 were used for reference material in 
this outline. 

Prosser, Charles Allen. Study of the Boston Me- 
chanic Arts High School ; being a report to the Boston 
school committee. (Contributors to education, No. 74.) 
Teachers College, Columbia University, 525 W. 120th 
St., N. Y. 1915. $1.25. 

Puffer, J. A. Vocational guidance. Rand. 1913. $1.25. 
Russell, J. E., and Bonser, F. G. Industrial education. 
Teachers College, Columbia University, N. Y. 1914. 

School and Industrial life, J. E. Russell reprint from edu- 
cational review, N. Y. Dec. '09. Fundamental values of ed. 
F. E. Bonser reprint from Technical education Bulletin No. 
10. Teachers College, Columbia University. 

Schneider, Herman. Education for industrial workers. 
(School efficiency series.) World Book Co., I9I5- 90c. 

Snedden, David Samuel, and others. Vocational educa- 
tion ; its theory, administration and practice. Houghton 
Mifflin & Co., Boston. 1915. (Copyright 'io-'i2.) 

*$1.20. 

Problem of vocational education Snedden ; The people's 
school Weeks. Improvement of rural schools Cubberly. 

Thompson, F. V. Commercial education in public secon- 
dary schools. World Book Co., Yonkers, N. Y. 1915. 
*$i.5o. 

United States. Commissioner of Education. First vol- 
ume of Annual Reports. United States Bureau of 
Education. 

The reports from 1910-1915 were used in this outline. 

Weaver, Eli Witmer, ed. Profitable vocations for girls. 
A. S. Barnes Co., New York, 191 5. *8oc. 



66 VOCATIONAL EDUCATION 

Van Kleeck, jMary. Working girls in evening schools. 
Russell Sage Foundation. 1914. $1.50. 

Weeks, Ruth Mary. The people's school. (Riverside 
Educational monographs.) Houghton Mifflin Co., Bos- 
ton. 19 1 2. 60c. 

Also bound with Snedden. Problem of vocational educa- 
tion and Cubberly Improvement of Rural schools with the 
title Vocational education, its theory, administration and prac- 
tice. 



List of Study Outlines 

Active Citizenship. By Charles Davidson, Ph.D. A study 
of citizenship in general and of the intelligent management of 
local problems. Programs arranged according to the ques- 
tion method, with topics for discussion in meetings and short 
lists of books and documents which may be consulted. 4op. 
25c. 

City Beautiful; A Study of Town Planning and Municipal 
Art. Prepared by Kate Louise Roberts. Twelve programs 
with references for each; also a bibliography. i6p. 25c. 

Contemporary Drama. Prepared by Prof. Arthur Bcatty 
for the Wisconsin Library Commission. List of plays, most 
important ones starred. Interpretative notes and suggestive 
ideas for discussion and study. I2p 25c. 

Contemporary American Literature. Prepared by Anna 
Lorraine Guthrie. Sixteen programs, with references for 
each. Bibliography, ygp. 35c. 

Contemporary English Literature. Prepared by Prof. 
Arthur Beatty for the Wisconsin Library Commission 
List of most important works. Critical references. Certain 
books studied with interpretative notes. 2ip 2Sc. 

Dietetics. Programs for 10 club meetings. The study is 
based on four selected books and the Farmers' Bulletins. lop. 
Under one cover with "Home Economics." 

Early American Literature. By Anna L. Guthrie. Seven- 
teen programs with references for each. Bibliography. 59p. 
35c. 

England and Scotland: History and Tr.avel, Prepared by 
C. E. Fanning. Intended for travel study club which has a 
historical foundation for its work. Bibliography. List of 
additional topics. lop 25c. 

Home Economics. Prepared by the Home Economics Di- 
vision, Agricultural Extension Department, Purdue Univer- 
sity. Programs for 10 club meetings, up. Under one cover 
with "Dietetics." 25c. 

Italian Art: A General Survey. Prepared for the Minne- 
sota Library Commission. Chronological order of subjects 
6p ISC 

^ Mexico. Prepared by Study Club Department, Wisconsin 
Library Commission. 2p. To be used in the same year v^ith 
South America Past and Present or Panama. Under one 
cover with Panama. iSc 

Municipal Civics. Prepared by Anna L. Guthrie. A topical 
outline with references by page to books and periodicals. 
Bibliography. 32p 250. 

Panemia. Prepared by L. E. Stearns for the Wisconsin 
Library Commission. 4p. Under cover with Mexico. 



LIBRARY OF CONGRESS 






Present Day Industries in the United Sti m || || | „ „ , , , , , 

the Study Club Department, Wisconsin Lit ^^ «^/> 774 "955 2" • 
Topical outline without references. 6p 15c. "" '"^^ "^ .7*^ 

Questions of the Hour: Social, Economic, Industrial. By*! 
Justina Leavitt Wilson. Nineteen programs are given, each 
based upon a volume in the Debaters' Handbook Series or 
the Handbook Series. Programs are arranged topically and 
page references are given for each. 32p. 25c. 

Slav Peoples. Prepared by Gregory Yarros. The history, 
present distribution and culture of the Slavs. A topical out- 
line v/ith references under each topic. Bibliography. 24p. 25c. 

South America. Prepared by Corinne Bacon. Topical 
outline with chapter and page references as a help in the 
preparation of papers. Full bibliography. 32p 25c. 

South America Past and Present. Based on the study of 
Bryce. South America. One subject for each meeting with 
questions for discussion. Short list of required references. 
iSp. 25c. 

Studies in Modern Plays. By H. A. Davidson, M.A. 
Contents: Justice, Milestones, Chitra, The GreatDivide, The 
Faith HeaUr, Marlowe, The Piper, The Bhie Bird, Herod, 
The Fire Bringer, Analytical study of each play, presented 
by question. Full directions for study and leference list. 
44p. 35c. 

Travel in the United States. Prepared by C.*E. Fanning. 
Twenty-one programs. A topical outline with chapter and 
page references under each topic. Bibliography. 3ip. 25c. 

United States since the Civil War. Prepared by C. E. 
Fanning. Intended for clubs studying advanced American his- 
tory and mt dern problems. Bibliography. lOp 25c. 

Vocational Education and Guidance of Youth. By Emily 
Robison. Seventeen programs and bibliography. 66p. 35c. 

Woman Suffrage. By Justina Leavitt Wilson. Covers 
the history and status of the movement, arguments in its 
favor, methods of preparing for and conducting campaigns, 
etc. Full references and a bibliography are given. 47p. 25c. 

QUANTITY PRICE 

10 copies (duplicate titles) listed @ 3Sc $2.50 

10 copies (duplicate titles) listed @ 25c 1.50 

10 copies (duplicate titles) listed @ 15c l.oo 

Wilson Package Library 

The Wilson Package Library is prepared to furnish 
collections of magazine articles at a minimum rental charge 
of 50 cents for the first one to seven articles on each topic; 
additional articles 5 cents each. Offices at 39 Mamaroneck 
Ave., White Plains, N Y., and 208 University Bank Build- 
ing, Minneapolis, Minn. Address nearest office. 

The H. W. Wilson Company 

White Plains, N. Y. 



